Student Engagement & Inclusion Policy

This policy reflects the DET Student Engagement and Inclusion Guidance and was produced in consultation with the school community in August 2017.

 

Table of Contents

  1. School Profile                                                  
  2. School Values, Philosophy and Vision                                         
  3. Guiding Principles                                                                                                
  4. Engagement Strategies                                                                    
  5. Identifying Students in Need of Extra Support                        
  6. Shared Behaviour Expectations                                                     
  7. School Actions and Consequences                                                               
  8. Engaging with Families                                                                       
  9. Evaluation                                                                                               
  10. Appendices and Related Policies                                                   

Appendix A: Statement of Rights and Responsibilities

Appendix B: Shared Behaviour Expectations

Appendix C: Whole School Discipline Process

 

 

 

  1. Rationale

Glen Waverley South Primary School is committed to the safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making. GWSPS has a commitment to zero tolerance of child abuse. We support and respect all children as well as our staff and volunteers. GWSPS is committed to providing a child safe environment where children and young people feel safe, and their voices are heard when decisions are made that affect their lives. We are committed to the cultural safety of Aboriginal and Torres Strait Islander children, the cultural safety of children from culturally and/or linguistically diverse backgrounds, and to providing a safe environment for children with a disability. We want all children at this school to be safe, happy and empowered. Every person involved in GWSPS has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make. We have legal and moral obligations, which we follow rigorously, to contact authorities when we are worried about a child’s safety.

 

  1. School Profile

Glen Waverley South Primary School is located in the eastern suburbs of Melbourne in the City of Monash. The buildings are surrounded by spacious, well maintained grounds with an abundance of shaded areas, age appropriate playground equipment, an oval and a variety of outdoor courts catering for various sporting activities.Glen Waverley South Primary School shares the same site as Brentwood Secondary College and Greenland Childcare centre/preschool. Major building works were completed in 2011 creating 2 new Learning Studios.

 

Glen Waverley South Primary School is committed to lifelong learning by providing an inclusive, supportive and nurturing community in which diversity is valued and celebrated. 

Our innovative curriculum and culture of excellence creates a stimulating learning environment that engages and challenges students to achieve personal success and make positive contributions to society.

 

In 2017 our enrolment is 337, and we have a staff of 27 including 4 specialists and 7 ES staff.At Glen Waverley South Primary School we are proud of our friendly and inclusive culture. Our school is enriched by a diverse and multicultural community:

 

  • In 2016, 76% of total enrolments were students with a Language Background Other Than English (LBOTE).
  • English as an Additional Language (EAL) funded students made up a substantial 38.6% of total 2017 enrolments.

 

Glen Waverley South Primary School has two main buildings comprising seventeen attractive classrooms, a fully computerised, well stocked library, a Visual Arts classroom, a Japanese class room, a Performing Arts classroom and a multipurpose centre. All classrooms are heated and air-conditioned. The multipurpose centre is used for private music lessons, some performing arts activities, physical education sessions, gymnastics, school assemblies and for the Out of School Hours Care program.

 

Every classroom in the school is connected to the local area computer network and has wireless access to the internet.

 

It is important to recognise that each teacher differentiates the curriculum to meet the learning needs of students with a wide range of abilities. This is applicable in both straight and multi-age level grades. All teachers use a range of ongoing assessments to plan and provide each child with appropriate learning opportunities across the curriculum. All children are provided with a supportive, engaging and challenging learning environment. All teachers work in teams to ensure the best learning outcomes for each child.

 

The open learning environment facilitates 21st century pedagogy. A new state of the art multipurpose facility enriches the Physical Education, Visual Arts, Instrumental Music and the Out of School Hours programs. Features include a full sized basketball stadium with change rooms, stimulating visual arts and music studios and a spacious well-resourced ‘Out of School Hours’ area with a modern kitchen. The school has a fully networked Information and Communication Technology Global Learning Centre, Library and Science room. Each learning space is equipped with an interactive whiteboard and all students have access to iPads, interactive TVs, voice recorders, laptops and computers.

 

Specialist teachers provide expertise in the areas of Visual Arts, Languages (Japanese), Physical Education and Sport and Reading Recovery. Electives are a major feature of our Levels 5 and 6 specialist programs. In addition to the core curricula, enrichment programs are provided by way of an instrumental music program, choir, school musical, excursions, camps, environmental club, Safety Club, sports, Special Religious Education (SRI), rock band, taiko (Japanese drumming) group and lunchtime clubs. The school provides high quality, registered programs for Outside School Hours Care, including Before School Care, After School Care (including Pupil-free Days) and Vacation Care.

 

Glen Waverley South Primary School has a strong tradition of parent and community partnerships. An active School Council, Junior School Council, parent group and numerous volunteers represent a learning community committed to the school’s vision. 

 

Currently our 337 enrolled students are grouped into fifteen classes structured in 7 Levels, Foundation and Levels 1 to 6. There are two Foundation classes, two Level 1, two Level 2, two Level 3, two Level 4, two Level 5, two Level 6 and one Level 5/6 class. Organisation of professional learning teams (PLTs) reflects this arrangement, with one PLT for each of the combined Levels.

 

 

The 2017 school staffing profile comprises a Principal, an Assistant Principal and 2 Leading Teachers, and:

  • 15 classroom teachers.
  • 1 teacher offering individual and small group support.
  • 4 specialist teachers – Languages (Japanese), Physical Education, Performing Arts and Visual Arts.
  • 7 Education Support Officers (ESO) - 2 office/admin staff, 2 integration aides and 3 Out of School Hours Care staff.
  • 1 part time Sustainability Coordinator.

 

A distributed leadership model includes the Principal and Assistant Principal, two Leading Teachers, four PLT leaders and three strategic leaders. Each of the three strategic leaders has a school-wide responsibility for one of the designated areas of Literacy, STEAM and Student Engagement and Wellbeing. The current principal was appointed at the beginning of term 2, 2011 after the previous principal of seven years left at the end of 2010.

 

  1. School Values, Philosophy and Vision

Glen Waverley South Primary School’s learning community is committed to the improvement and enhancement of student learning in order to equip students for the future. All members of the school community, students, staff and parents, are open and committed to the shared vision of ongoing learning and continuous development in the provision of best educational practice.  Glen Waverley South Primary School’s learning community model, is characterised by:

 

A culture of:

  • lifelong and self-driven learning.
  • commitment to personal growth, shared vision and team learning.
  • assisting all students to embrace learning.
  • excellence.
  • connectedness through strong community partnerships.

 

Dedicated teachers delivering an exemplary Learning and Teaching program that facilitates:

  • achievement of academic, social, emotional and physical potential.
  • a stimulating learning environment where students are highly engaged and motivated.
  • inclusive, innovative and challenging curriculum.
  • curriculum design, which caters for individual learning needs.
  • engaging personalised learning experiences.
  • student goal setting.
  • explicit teaching of literacy and numeracy skills.
  • inquiry learning.

 

A learning environment that:

  • provides equal opportunities and values diversity.
  • develops knowledge and values.
  • promotes student leadership opportunities.
  • is positive, safe, supportive & cooperative.
  • equips students with skills and knowledge to cope successfully in an ever-changing world (21st century) through:
 

 

 

Supportive programs that include:

  • a comprehensive Transition Program.
  • an engaging Buddy system.
  • Family Buddy program

 

School Values (RESPECT):

Relationships / Excellence / Support / Passion / Engagement / Choice / Trust and honesty.

 

Student Engagement and Wellbeing targets for current Strategic Plan

 

Improve Student Attitudes to School Survey results in:

  • Teacher effectiveness (from 4.54 in 2016).
  • Teacher empathy (from 4.54 in 2016).
  • Stimulating Learning (from 4.23 in 2016).
  • Student Motivation (from 4.52 in 2016).

 

Improve staff opinion survey results in:

  • Teacher collaboration (from 79.83 in 2016)
  • Guaranteed and viable curriculum (from 83.33 in 2016)

 

A statement about the rights and responsibilities of all students and staff is included at Appendix A.

 

  1. Guiding Principles
  • The school will follow fair and respectful whole-school engagement and behaviour management approach.
  • The school’s curriculum will include pro-social values and behaviour to enable students to acquire knowledge and skills, value diversity and build a culture of learning, community and engagement.
  • The school will promote active student participation and provide students with a sense of ownership of their environment.
  • The school will support families to engage in their child’s learning and build their capacity as active learners.
  • The school promotes active ‘student participation’ as an avenue for improving student engagement and outcomes.
  • The school will establish social/emotional and educational support for ‘at risk’ students and monitor and evaluate progress.
  • The school will have processes in place to identify and respond to individual students who require additional assistance and support eg. Student  Incidence reporting
  • The school will track and monitor students’ social, emotional and learning needs.
  • The school will build strong links with the local community to gain access to an extended network of community members, professionals and educators who can provide expertise and experience that can build the capacity of our school and our teachers to respond to the needs of the students.
  1. Engagement Strategies

Positive behaviours at school are enhanced when students participate in a school environment that is supportive and highly engaging.  The school considers student engagement as a core focus for all staff. All of our endeavours are student centred with an emphasis on stimulating learning programs that differentiate in order to cater for the individual needs of students. These programs are also supported and enhanced through our focus on maintaining a positive school culture. The following programs and strategies are targeted towards improving and enhancing student engagement.

 

  • Individual Learning Plans –Classroom teachers will identify students in their class who they believe will benefit from having an Individual Learning Plan (ILP). The plan outlines specific strategies the teacher will employ to target the student’s learning needs. Parents will be provided with a copy of the plan, which will include ideas for them to actively support their child’s development.
  • Student Leadership Program – Senior school students have the opportunity to take on roles as House and School Captains. Other leadership roles across our school are:
  • Environmental Education Club
  • Safety Club
  • Specialist captains
  • Energy monitors

Student leaders lead our whole school assembly, assist with school tours and other special school events.

  • Literacy Intervention - students deemed in need of literacy support will be assessed and prioritised for a limited Literacy Intervention program.
  • Junior School Council – Students from Foundation to Year 6 are elected to participate in the JSC. This program provides a voice for students in the way the school operates and promotes positive behaviours and attitudes. It organises activities and events to engage students in the school community, raises funds for a range of community charities and projects through whole school events, and also provides Council members with leadership opportunities.
  • Buddy Program – students from Foundation to Year 2 are linked with a buddy from Years 5 and 6.  Regular activities are planned to provide opportunities for the students to build relationships that support the nurturing of happy students.
  • Support Staff – DET Education Support Staff (ESS) provide integral support to the school in meeting the specialised needs of some children. The following staff who assist children to reach their potential include:
  • Speech Pathologists
  • School Social Workers
  • Psychologists
  • School Nurse

These staff members work in conjunction with the child, the child’s parents and the teachers to provide a program that caters to the individual needs.

  • Out of School Hours Care – The school has a vibrant and popular OSHC program which provides before and after school and vacation care. This program is extremely popular and one of many reasons parents choose to send their children to Glen Waverley South Primary School.
  • Kids’ Hope Mentoring Program - is a mentoring program that helps Glen Waverley South children and their families needing additional support.  Through a partnership between local churches and primary schools, KIDS HOPE AUS. works to improve opportunities for mentored children in the areas of education, self confidence and wellbeing.
  • House System – The school operates a House system in which students participate in one of 4 team focused groups – Bradman, Landy, Cuthbert and Goolagong. Success in the House system is dependent upon all students working together and demonstrating positive behaviours in class, and other learning areas, whereupon House points are awarded. A perpetual trophy passes to the winning House each term.
  • Transition program – aims to make the transition to and from Glen Waverley South PS a smooth and happy event. Students who adapt easily to their new environment will engage in their learning more readily.
  • Pre-school to Foundation – enrolled pre-school students participate in a stimulating program at Glen Waverley South Primary School each fortnight on a Friday in Terms 3 and 4 to ease the transition to school and prepare them for learning.
  • Year 6 to Year 7 – in partnership with Brentwood Secondary College, a program at the end of the school year prepares the Year 6 students for the transition to secondary school.

 

  1. Identifying Students in Need of Extra Support

Our school will utilise the following to identify students in need of extra support:

  • personal information gathered upon enrolment.
  • attendance rates.
  • academic performance, particularly in literacy and numeracy assessments.
  • behaviour observed by classroom teachers.
  • engagement and communication with student families.
  • support services.

 

  1. Shared Behaviour Expectations

Effective schools share high expectations, which describe the manner in which staff, students and parents will conduct themselves. These expectations have been developed by the school community, focusing on pro-social behaviours and prevention of issues that may affect a student’s ability to reach his/her full potential. These expectations have been developed to be implemented fairly, consistently and are linked to appropriate actions and/or consequences as required.  Shared behaviour expectations for students, parents/carers and school staff are detailed in the table in Appendix B.

 

  1. School Actions and Consequences

Students are better prepared for learning when they are healthy, safe and happy; therefore, student welfare is the responsibility of all staff working in a whole school context. Student learning cannot be separated from welfare.

 

Discipline

Whist positive behaviour strategies are promoted, disciplinary measures may be used as part of a staged response to challenging behaviour in combination with other engagement and support strategies, to address the range of factors that may contribute to the student’s behaviour.

Disciplinary measures that may be applied include:

  • restorative approach (e.g. repairing damage caused).
  • withdrawal of privileges.
  • withdrawal from class activities for a specified period. Where appropriate, parents/carers will be informed of such withdrawals.
  • Detention.
  • suspension (in-school and out of school).
  • Expulsion.

Discipline (cont’d)

 

Corporal punishment is prohibited in all Victorian schools. Corporal punishment must NOT be used under any circumstances.

 

Discipline will be applied in a way that is proportionate to the behaviour and upholds procedural fairness.

 

Suspension and expulsion can only be approved by the principal and our school will follow the processes for applying these disciplinary measures set out in the Student Engagement and Inclusion Guidance.

 

Information on grounds and processes for suspension and expulsion that our school will follow are available here: http://www.education.vic.gov.au/school/principals/participation/Pages/discipline.aspx

 

The Glen Waverley South Primary School Discipline Process for the whole school is to be found in Appendix C.

 

  1. Engaging with Families

The School values parent / carer input into its operations and curriculum offerings and seeks feedback through the Parent Opinion survey, and from parent representatives on School Council.

The school will support families to engage in their child’s learning and build their capacity as active learners. It provides an environment that welcomes all parents/carers and is responsive to them as partners in learning.  The school will create successful partnerships with parents/carers and families by:

  • ensuring all parents/carers are aware of the school’s Student Engagement and Inclusion Policy.
  • conducting effective school-to-home and home-to-school communications.
  • providing volunteer opportunities to enable parents/carers and students to contribute.
  • involving families with homework and other curriculum-related activities.
  • involving families as participants in school decision-making.
  • coordinating resources and services from the community for families, students and the school.

 

Parents’ responsibilities for supporting their child’s attendance and engagement are outlined at Appendix B.

 

  1. Evaluation

Data collection and analysis

Data will be collected regarding frequency and types of wellbeing issues, so as to measure the success or otherwise of school-based strategies and approaches.  Sources of data used will include:

  • Attitudes to School Survey data.
  • school level report data.
  • parent survey data.
  • data from case management work with students.
  • data extracted from software such as CASES21 or SOCS.

 

 

 

 

  1. Appendices and Related Policies

Appendix A: Statement of Rights and Responsibilities.

Appendix B: Shared Behaviour Expectations.

Appendix C: Process for Responding to Breaches of Behaviour Expectations.

 

This policy is informed by the Department of Education and Early Childhood Development Student Engagement and inclusion Guidance available at http://www.education.vic.gov.au/school/principals/participation/Pages/studentengagementguidance.aspx

 

Links which are connected with this policy are:

 

Related policies:

  • Student Code of Conduct
  • School Child Safety Policy
  • School Discipline Policy
  • Anti-Bullying Policy
  • Sunsmart Policy
  • Anaphylaxis Policy
  • Internet User’s Agreement
  • Information & Communications Technology Policy
  • Privacy Policy
  • Use of Children’s Work & Photographs for Public Display
  • Drug Education Policy
  • Mobile Phone Policy
  • First Aid Policy
  • Head Lice Policy
  • Yard Duty Policy

 

 

Evaluation

This policy will be reviewed as part of the school’s three year review cycle.

 

 

Appendix A

Statement of Rights and Responsibilities

 

At Glen Waverley South Primary School all members of our school community should be able to participate in an educational environment that is consistent with the Charter of Human Rights and Responsibilities Act (2006).

 

This charter affirms that all people are born free and equal in dignity and rights. While the charter demands equity for all, it also emphasizes the value of difference. The charter requires that public authorities, including government schools and their employees act compatibly with human rights and consider them when making decisions and delivering services. The four basic principles are Freedom, Respect, Equity and Dignity. 

 

At Glen Waverley South Primary School we agree that the following rights and responsibilities relate to all members of the school community:

 

  1. All members of the school community have a right to fully participate in an environment that is safe, supportive and inclusive.
  2. Our students, their parents / carers and staff will treat each other with dignity and respect at all times.
  3. All members of the school community have the right to equal opportunity.
  4. Diversity and individuality will be encouraged and valued.
  5. All school policies, operations and programs will be developed in the spirit of fairness and equity and encourage participation in the decision making process.
  6. All members of the community are responsible for contributing to the maintenance of a safe and purposeful school environment.
  7. Students and staff have the right to use Information and Communications technology in a safe and inclusive environment free of cyber-bullying.

 

 

 

This policy was last ratified by School Council on: 07/12/2017