Cleveland Street Intensive English High School

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NSW Department of Education & Training Translated Documents

Cleveland Street Intensive English High School Welfare Policy

Student Welfare

Good Discipline

Effective Learning

"Student welfare in public schools encompasses everything that the school community does to meet the personal, social and learning needs of students"

NSW Department of Education & Training Student Welfare Policy, 1995

Student Welfare at Cleveland Street Intensive English High School is encapsulated in the school’s motto "Harmony and Progress" and is reflected in the way the school community demonstrates care and concern, emphasises respect, ensures safety, encourages cooperation and participation, values effort and achievement and provides opportunities for students to enjoy success and recognition. It is achieved through all school activities, which provide developmental, preventative and remedial programs to address all areas of student need.

*Developmental*	*Preventative*	*Remedial*
• appropriate curriculum and teaching practices • student-centred learning • collaborative and independent learning • WOS programs • extra-curricular activities • merit system • buddy system • SRC	• counsellor interviews on enrolment • settling in program • career programs • work to school programs • study skills programs • drug education • bilingual support groups • police talks • 5 week reviews	• counselling sessions • work experience/TAFE taster courses • support learning programs • behaviour management plans • anger management sessions • anti-racism procedures • art therapy groups

Values, beliefs and practices

*Values and beliefs* We value and believe in	*Practices* We as staff of this school will
• a supportive, caring, harmonious and safe school environment	• be positive role models for students and have positive staff and student interaction • treat everyone in the school community with respect • support students and their families in their resettlement and orientation to their new school and society including access to relevant support services
• the rights of all individuals as contributing members of the school community	• ensure that our school culture is inclusive • encourage the participation of all in the school community in school activities including assemblies
• valuing and respecting the language and culture of all in our school community and developing acceptance and understanding of differences in race, religion, ethnicity, sexuality and gender	• foster respect and self-esteem • use inclusive teaching strategies • have a greeting of the week • celebrate diversity and significant cultural and religious events at assemblies and through other activities
• our students being aware of their rights and responsibilities at school and in the community in which they live which is essential for successful functioning in a new society	• inform students of their rights and responsibilities • run welfare sessions
• developing the sense of belonging to our school community	• encourage participation in group organization/performances
• recognising effort and achievement	• use verbal praise and encouragement • issue certificates
• giving our students opportunities to develop confidence and build self-esteem	• participate in community events and activities • encourage students to perform in public • co-chair assemblies with exiting students
• effective communication	• communicate effectively with all members of our school community • display information in English and L1 on student noticeboards

Rights and Responsibilities of students

All students have both Rights and Responsibilities. They relate directly to the school’s motto "Harmony and Progress".

Harmony

Rights	Responsibilities
I have the right to feel safe and happy	I have the responsibility to help make the school a safe and happy place
I have the right to be treated with respect, understanding and courtesy	I have the responsibility to respect everyone in the school community: students, staff, parents, community members, visitors, cooperate with them and treat them with courtesy
I have the right to have the things that belong to me respected	I have the responsibility to respect the things that belong to other people

Progress

Rights	Responsibilities
I have the right to learn all I can	I have the responsibility to work to the best of my ability and allow others to learn
I have the right to participate in school events, activities and groups	I have the responsibility to participate in school events and activities as well as I can
I have the right to a pleasant school learning environment	I have the responsibility to help make the school a pleasant place to be

Harmony: Expected behaviour

Responsibilities	I will
I have the responsibility to help make the school a safe and happy place	• be kind and friendly • help new students • report any fighting or bullying I see • line up in the canteen and outside classrooms • follow all safety directions • stay within the school boundaries including the park during school and at recess and lunch • be outside the buildings before school, at recess and lunch (except in permitted areas)
I have the responsibility to respect everyone in the school community: students, staff, parents, community members, visitors, cooperate with them and treat them with courtesy	• respect everyone • recognise and respect everyone’s cultures and languages • use polite language • tell the truth • act in a courteous manner at all times in all places to all people • act as a responsible student and citizen • report any racism or discrimination I see
I have the responsibility to respect the things that belong to other people	• respect the things that belong to other people • take care of school buildings, furniture, grounds and all school property • hand in anything I find that does not belong to me • report any vandalism

Progress: Expected behaviour

Responsibilities	I will
I have the responsibility to work to the best of my ability and allow others to learn	• attend school every day • bring a letter from home when I am absent • be on time to school, class, sport and excursions • go to all lessons • bring what I need for each lesson • pay attention in class • keep mobiles turned off • listen to and follow staff instructions • work hard in class and do all my work • keep my work organised • use my homework diary • do my homework
I have the responsibility to participate in school events, activities and groups to the best of my ability	• join in school activities • be on time to meetings • contribute to events • participate in excursions
I have the responsibility to help make the school a pleasant place to be	• keep the school clean and tidy • put rubbish in the bin • keep toilets clean and use appropriately • wear my school uniform with pride • wear appropriate closed-in shoes • wear sport shoes and PE top for PE and sport

Classroom rules

YES YES YES!!!	NO NO NO!!!!
• be on time to class	• not be late
• wait for my teacher before entering the room	• not go in the room without my teacher
• attend each lesson	• not truant
• bring what I need for each lesson	• not leave things I need at home
• pay attention	• not be disruptive or distract others • not call out or talk loudly • not use mobile phones, discmans or electronic games • not eat, chew gum or drink
• listen to and follow staff instructions	• not disobey staff instructions
• ask for permission	• not leave the room without permission
• work hard and do all my work	• not get behind in my work
• keep my work organized and use my homework diary	• not be messy and disorganised
• use the internet ethically	• not use the internet inappropriately
• wear covered shoes	• not wear sandals or thongs
• wear sports shoes for PE and sport	• not wear sandals or thongs
• obey all safety rules	• not disobey safety rules
• take care when using equipment	• not be careless when using equipment

Unacceptable behaviour

Expected behaviour	Unacceptable behaviour: Things I will not do	Consequences
• KINDNESS • SAFETY	• not hurt anyone with words eg by teasing	• "make it right"/parent contact
	• not hit, punch, kick or hurt anyone physically	• suspension/parent interview
	• not bully or harass anyone	• suspension/parent interview
	• not threaten anyone	• suspension/parent interview
	• not bring any weapons to school	• suspension/parent interview
	• not play ball games or run inside the buildings	• reprimand/short detention
	• not go out of bounds	• reprimand/short detention
	• not sit on the outside wall of the school	• reprimand/short detention
	• not approach members of the public in the park	• reprimand/short detention
• RESPECT FOR OTHERS •COOPERATION • COURTESY • HONESTY	• not be racist	• anti-racism procedures
	• not discriminate against anyone	• anti-discrimination procedures
	• not swear	• "make it right"/reprimand/short detention
	• not tell lies	• "make it right"/reprimand/short detention
• RESPECT FOR PROPERTY	• not touch things that belong to others	• "make it right"/ reprimand
	• not steal	• "make it right"/ reprimand/parent contact
	• not write on desks or walls	• clean desks and walls
	• not damage school property	• repair property/ community service

Unacceptable behaviour

Expected behaviour	Unacceptable behaviour: I will	Consequences
• GOOD ATTENDANCE • LEARNING • PROGRESS • CONSIDERATE & COOPERATIVE BEHAVIOUR	• not be absent without explanation	• detention/parent contact
	• not be late	• detention (3 times)
	• not truant from class or sport	• detention/parent contact/attendance contract
	• not disobey staff instructions	• reprimand/short detention/ detention/parent contact
	• not distract others in class	• in-class isolation
	• not be disruptive	• in-class isolation
	• not get behind in my work	• reprimand/short detention/ detention/parent contact/parent interview
	• not use mobiles, discmans or electronic games in class	• reprimand/short detention
	• not eat, chew gum or drink in class	• reprimand/short detention/clean desks
	• not walk around the room or leave the room without permission	• reprimand/short detention
• PARTICIPATION	• not be late to events and meetings	• reprimand/short detention
• PARTICIPATION	• not interrupt others when they are speaking	• reprimand/"make it right"
• PLEASANT LEARNING ENVIRONMENT	• not wear hats in class	• reprimand/short detention
	• not be out of uniform	• reprimand/short detention
	• not smoke at school	• detention/letter home/ rehabilitation
	• not drink alcohol at school	• suspension/parent interview
	• not use any illegal drugs	• suspension/parent interview

Roles of school community members

Every member of the school community has an important role to play in whole school student welfare. People whose positions are underlined constitute the Welfare Team. (which also includes a SASS representative)

Head of Welfare Team

• Maintain the effectiveness of the School's Welfare Policy

• Act as a role model for students and members of the welfare team

• Initiate and implement programs related to student welfare

• Record and use information in student files

• Collect information about students as necessary

• Refer students to relevant agencies in conjunction with the Counsellors

• Provide funds/assistance as required to students in need through the SAS

• Communicate with Welfare Team members and Principal about specific welfare matters and correspondence

• Provide access to Training and Development for members of Welfare Team

• Coordinate activities of Welfare Team and Welfare Meetings

• Initiate and respond to parent contacts

• Work with members of Welfare Team on preventative and remedial programs

Student Advisers

There are four Student Advisers, three for students in Stages 4, 5 and 6 and one for students in support classes.

• Support and guide students in their stage

• Provide ongoing support to students as they move through the levels

• Welcome new enrolments into their stage

• Initiate stage activities as appropriate including stage excursions

• Coordinate stage meetings

• Issue Merit Certificates

• Follow up students referred by staff and provide feedback to staff

• Pass on copy of referral to counsellors

• Liaise with members of the Welfare Team

Student Advisers

• Record and use information in student files

• Monitor stage attendance and follow-up as required

• Communicate individual student needs to staff

• Assist with the development, implementation and monitoring of support programs

• Collect Student Profiles as required

• Collect work for students on leave

• Communicate with parents as necessary

• Assist in developing and implementing remedial programs for students 'at risk'

• Encourage appropriate curriculum and teaching practices (developmental programs) in classrooms

• Support and develop staff in their role in student welfare

• Refer students to appropriate personnel - for achievements and/or assistance

Counsellors

• Provide counselling for individual students and their families

• Provide funds/assistance as required to students in need through the SAS

• Provide advice and support to members of the Welfare Team

• Support Welfare Team with information and resources

• Maintain records of individual cases

• Record and use information in student files

• Attend student progress meetings

• Maintain programs and records for special groups of students

• Initiate and implement preventative and remedial programs for "at risk" students

• Make applications for Funding Support for students with disabilities, learning needs and behaviour/emotional concerns

• Conduct psychometric and other assessments of students as required

• Assist in the placement of students for High School Experience

• Liaise with welfare and other agencies

• Link families with community support services

• Organise serious incident and other debriefings

Support classes Coordinator

• Identify students with learning support needs

• Provide individualised programs for students with specific learning needs

• Assist teachers to provide for students' learning needs

• Maintain records of students' progress

• Liaise with Welfare Team members

Progress & Placement Coordinator

• Maintain communication network between all staff re: student progress

• Monitor students’ class placement to best meet needs

• Coordinate progress meetings

• Collect and disseminate information re: students’ movements

Careers Adviser

• Provide advice and information about careers and job opportunities

• Identify and arrange Work & TAFE Experience placements for students

• Interview Stage 6 students regarding school to work planning

• Liaise with post-compulsory education providers

Anti-Racist Contact Officer

• Receive reports of racist behaviour

• Inform students of the process and their rights

• Refer racist incidents to executive officer

• Assist executive officer in response to racist incidents

• Promote tolerance and harmony

Anti-discrimination Contact Officer

• Receive reports of discriminatory behaviour

• Inform students of the process and their rights

• Refer discriminatory incidents to executive officer

• Assist executive officer in response to discriminatory incidents

Parents /Caregivers

• Support, care and guide their children

• Liaise with school in relation to their children’s progress and attendance

• Participate in various school activities

• Keep the school informed of changes in family circumstances

Executive Team

• ensure that the well-being, safety and health of students is a priority in school policies, programs and practice

• ensure that principles of equity and justice are evident in school plans and procedures

• promote student welfare, good discipline and effective learning

• provide opportunities for students and their parents to discuss learning programs and student behaviour and progress

SRC Team

• develop student leadership

• encourage peer support

• organize students chairing assemblies

• promote charity involvement

• act as role models to students

• participate in school decision-making

Teachers

• Promote a positive and cooperative classroom environment

• Provide appropriate learning activities

• Uphold students’ Rights and Responsibilities

• Act as a role model to students

• Recognise student effort and achievement through giving out certificates

• Recommend students for ‘Harmony’ and ‘Progress’ Student of the Week certificates

• Monitor class attendance

• Read students daily messages in WOT (What’s on today?)

• Pass on student information to Student Advisers and/or Counsellors

• Refer students ‘at risk’ to appropriate member of Welfare Team

• Contribute to school-based decision-making on student progress and keep meeting discussion about students confidential

• Prepare students for progress decisions and sensitively inform them of their progress or need to consolidate

• Supervise detention on a roster basis

• Notify the principal of all suspected cases of child abuse and neglect

SASS

• Provide support for students, in particular for new students

• Assist and refer students with welfare needs to appropriate members of the school welfare team

• Assist teaching staff and students in support classes

• Provide information to and assist Counsellors & Student Advisers

• Help to provide community links for students and their families

• Contact parents/caregivers in times of need

• Maintain and update student records

• Collect student profiles as required

• Manage the clinic

• Notify the principal of all suspected cases of child abuse and neglect

The school will promote good discipline and effective learning by:

implementing appropriate curriculum to meet the needs of all students

• classes organised in stages at three levels

• English taught through main Key Learning Areas

• specific programs to assist students in their settlement and orientation to their new society: WOS, PD, High School Experience, dental health assessments, bike education

providing appropriate support programs – support classes, art therapy, pronunciation classes, oracy team teaching, remedial support, counselling

providing extra-curricular activities and competitions

• choir, piano, chess, art and sporting activities

• community-based competitions with prizes

modelling of consistent and caring behaviour by all staff

• promoting an atmosphere of cooperation, consideration and respect

• showing genuine concern for all individuals

• welfare workshops

use of consistent behaviour management techniques by all staff

• promoting the Student's Rights and Responsibilities

• negotiating clear classroom rules

• applying behaviour management procedures eg tactical ignoring, distraction/diversion, question and feedback, simple direction, rule reminder, assertive message, clear command, signalling consequences, simple choices

participation of staff in training and development programs

• T & D courses

• School Development Days

involving parents and caregivers

• multilingual school handbook and multilingual newsletter

• orientation sessions for new parents

• Parent/Teacher evenings and information afternoons

• FICT courses

The school will recognise and reinforce student effort and achievement through:

use of positive reinforcement

• encouragement and praise

• stickers and stamps

• presentation of merit certificates including Harmony and Progress Student of the Week and Certificate of Achievement and prize for gaining five certificates

• acknowledgement on assemblies

• student work displays

• peer acknowledgement

• certificates of achievement at graduation

• letters of congratulations to parents or caregivers

• involving the community in school activities and programs

school occasions which enhance students' self esteem

• student performances on assemblies

• students' addressing school at leavers’ ceremonies

• school concerts

• student guides at Parent/Teacher evenings and information afternoons

• participation in grade sport

• acknowledgement through local media

appropriate placement of students based on achievement

• regular progress meetings of student placement coordinators, class teachers and counsellors

• interviews of students by counsellors and careers adviser

The school will discourage and deal with unacceptable behaviour by:

In the context of classroom and playground behaviour:

• reprimand at the appropriate level

• warnings

• restitution: "making the wrong right’"

• isolation in class

• lunchtime detention*

• loss of privilege

• referral to Student Adviser

If behaviour warrants referral to the Student Adviser:

interview and reprimand by Student Adviser

• interview by counsellors

• after school detention*

• community service*

• conduct card*

• letter home

• parent interview

• loss of privileges

• interview with parents

• conduct/attendance contracts*

If behaviour warrants referral by the to the Deputy Principal:

• parent interview

• contract*

• individualised behaviour management plan*

• suspension from classes (under Suspension policy)

• suspension from school: short or long (under Suspension policy)

• involvement of community agencies

• police intervention

• exclusion from school

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