student wellbeing & behaviour management policy …

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STUDENT WELLBEING & BEHAVIOUR

MANAGEMENT POLICY PRIMARY

Postal Address PO Box 252 Cloverdale Western Australia 6985

Tel 08 9362 2100 Email [email protected] Website www.aic.wa.edu.au

Thornlie College 17 Tonbridge Way, Thornlie 6107 Tel 08 9493 2718

Dianella College 81 Cleveland St, Dianella 6108 Tel 08 9375 9770

Kewdale College 139 President Street, Kewdale 6105 Tel 08 9362 2100

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The Australian Islamic College Motto “Academic Excellence & Islamic Values for Your Children’s Success in this Life and Hereafter”

guides and underpins ethos & activities in School.

Introduction: At Australian Islamic College, we aim to foster an atmosphere and environment where children feel secure, happy and motivated to learn and where there is a sense of belonging and mutual respect. Within this environment, effective learning can take place. The College forbids all forms of child abuse, corporal and degrading punishment and to this end requires all staff to ensure the wellbeing of all students is maintained during all dealings with students. We aim: ▪ To enable all children to behave in a way which shows respect and care for themselves, others and their

environment ▪ For all children to develop a sense of right and wrong, to develop an understanding of the consequences

of their actions and to take responsibility for their actions ▪ To help and support children in accepting and following school rules and behaving appropriately in school Objectives: ▪ To value the diversity of our school community and to meet the needs of our children ▪ To promote consideration and respect for others and property within school ▪ To set high standards and have high expectations of all children ▪ To ensure children move safely around school ▪ To ensure the emotional and physical safety of everyone in our school ▪ To promote pride in our school environment ▪ To promote positive behaviour and to deal with unacceptable behaviour immediately ▪ To recognise and act upon any incidences of bullying or racism immediately ▪ To be consistent and fair and to give the children positive recognition and reinforcement whenever possible.

We Believe: We believe it is the right of all children to have access to quality learning experiences in a safe, secure and supportive environment. We feel it is important for all staff to have a whole school approach for promoting positive behaviour with clear and consistent expectations. In certain cases a child may present challenging behaviour. For a variety of reasons they may find it difficult to follow our school code of conduct. In these cases, the child will have an Individual Behaviour Plan with specific behaviour targets and strategies. There will be clear and appropriate rewards and sanctions. These will have been agreed upon with the class teacher, behaviour coordinator and parents or carers.

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We consider the following types of behaviour to be unacceptable: Racism Name-calling Bullying Physical aggression Refusal to work Refusal to obey school rules Severe disruptive behaviour Disruptive behaviour in prayers Implementation: Teachers have a right to teach and children have a right to learn. All children are capable of behaving appropriately. We intend to achieve our aims by establishing clear and consistent boundaries within a balanced framework. At AIC, individual effort is valued and individuals are encouraged to develop self-discipline and a sense of their own worth. To support this development, the children are taught to understand the nature of behavioural expectations and how achievement can be valued. This teaching is centered on the ‘Golden Rules’ which emphasise what we expect children to do rather than what we do not expect them to do. We believe that the golden rules can help children to be successful learners by developing self-respect, self-control and respect for others individuality, cultures and beliefs. Our Golden Rules are in effect at all times and should be followed by everyone in the School community. All staff has a responsibility to ensure the children follow the school rules at all times. If they meet a child behaving inappropriately, they should address the incident. The school rules should be discussed regularly with the children to ensure that all children have a clear understanding as to their meaning. It is important that staff use the wording of the school rules with all children, to ensure consistency throughout the school. Our Golden Rules are: ▪ We are gentle

▪ We are kind and helpful

▪ We are honest

▪ We work hard

▪ We look after property

▪ We listen

▪ We care for others

Children should be given strategies to cope in conflict situations without resorting to aggression. If someone upsets or hurts them, they should: - NOT do the same things back - say “STOP IT, I DON’T LIKE IT” - Tell an adult if you are hurt, if something is making you sad or if you are unhappy.

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……..... ……….teach? ………punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President), 1998

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STUDENT WELLBEING All AIC staff will use the Student wellbeing support materials, including the audit tool provided in the Student Wellbeing hub. This will be a key resource in developing and promoting positive and practical student safety, pastoral care and wellbeing policies. A suite of excellent support materials is included on the website and specifically tailored resources for students and parents can be found at the Student Wellbeing hub. All AIC staff will follow the five key elements of the Australian Student Wellbeing Framework:

https://studentwellbeinghub.edu.au/

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Our school will focus on the five key elements: 1. Leadership – Principals and school leaders plan an active role in building a positive learning environment

where the whole school community feels, included, connected, safe and respected. 2. Inclusion – All members of the community are active participants in building a welcoming school culture

that values diversity, and foster positive, respectful relationships. 3. Student Voice – Students are active participants in their own learning and wellbeing, feel connected and

use their social and emotional skills to be respectful, resilient and safe. 4. Partnerships – Families and communities collaborate as partners within the school to support student

learning, safety and wellbeing. 5. Support – School staff, students and families share and cultivate an understanding of wellbeing and

positive behaviour and how this supports effective teaching and learning. Improve Student Well-being Australian Islamic College is committed to the safety and wellbeing of all students accessing our College. The welfare of all students in our care will always be our first priority.

All our students have the right to feel and be safe. Everyone within Australian Islamic College has a role to play in ensuring a safe environment for all our students. This includes management, employees and volunteers working with our students. Positive Behaviour Management Fair, consistent, and positive approaches to student learning, support and challenges are understood and implemented by all staff. Students and, where appropriate, their parents are involved in positive behavior planning. REWARDS AND SANCTIONS Rewards: Our Behaviour Policy is based on the reinforcement of good behaviour. All staff should praise children and give them encouragement when possible. Praise and encouragement are used as much as possible to reward children’s personal best in effort and attitude. It is our intention that we actively look for success in every child at their own level and that the reward system is inclusive. It is important that good behaviour is rewarded as equally as good work. Examples of positive reinforcement include: Praise: focusing on children who are showing appropriate behaviour e.g. ‘Thank you. You are walking sensibly in the corridor’; comments on work; praise in class; sending child to another class / Year Coordinator or Principal to show good work; praise in assembly. Verbal report: Telling Parents & Carers about behaviour / good work; reports to Principal about good work / behaviour. The Principal may be invited to visit the class to give recognition for children’s achievement, particularly in the Early Years. The Behaviour Book: Teachers are expected to keep behaviour log of the students. Children may be sent with good work or following good effort, attitude or behaviour to the deputy principal for a reward. Teachers may also nominate children in their class who have made an outstanding effort or achievement

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over the week. A certificate will be awarded in assembly. Class teachers are responsible for monitoring the star of the week certificates. It is important that good behaviour is rewarded as equally as good work. House point’s tokens: This is an award system to students for positive behavior. Students receive house tokens and then place them into their respective faction colour boxes. At the end of the term in Week 10, the winning house is announced and all those students in that house group receive an award selected by students and staff. Sanctions: Students should all have a clear understanding of the consequences of inappropriate behaviour and sanctions should be applied consistently by all staff. The students should all have understanding of the following Behaviour & Possible Consequences Rubric.

Incident 1st time 2nd time 3rd time

Teasing Talking Back Foul Language Name-calling

Warning

call home

1 Timeout sessions

call home

Timeout sessions

Pushing & Shoving Refusal to Teachers’ Instruction

call home 1 Timeout

session

call home

3 Timeout sessions

call home

Timeout sessions

Bullying, Racism, Physical aggression, Refusal to obey school rules, Severe disruptive behaviour

call home 3 Timeout sessions

call home

5 Timeout sessions

Call home

Suspension

(i) 2 days

(ii) 5 days

Misuse of electronic media (office 365, email, Facebook etc) Smoking , Electronic Cigarettes & use of Haram (forbidden by Islamic law or law of the land) substances

Straight Suspension for 5 days – Parents Interview could lead to expulsion

The whole school Behaviour Policy consists of three main sections: 1. Expectations of behaviour 2. Positive behaviour management 3. Anti-bullying policy

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Australian Islamic College, Dianella, Thornlie & Kewdale Primary have the following expectations for all students:

▪ Sustained application to learning ▪ Respect for other individuals and their property ▪ Courtesy to other students, to teachers and to community members ▪ Due respect for teachers ▪ No violence, discrimination, harassment, bullying or intimidation ▪ No weapons ▪ No illegal drugs, alcohol or tobacco ▪ Peaceful resolution to conflict ▪ Adherence to the standards of dress determined by the school community ▪ Compliance with all school rules and the Behaviour Management Policy ▪ E-safety – Students will follow the school rules for using the internet

SUSPENSION

Australian Islamic College strives to provide the highest standard in pastoral care to all of our students. This includes supporting students with managing their behaviour and ensuring the College is a safe and supportive environment for all. In the majority of cases, undesirable behaviour is resolved through positive teaching practices, effective classroom management, guided reflection and, where necessary, appropriate school-based sanctions. The College considers suspension to be a severe sanction that is reserved only for circumstances where on-site behaviour support methods are not deemed appropriate.

The Principal may suspend a student from a period of attendance at the College as noted in our Behaviour Policy. Suspension of attendance may be for the whole or part of each day during the suspension period. A suspension may be deemed necessary by the Principal when a student’s behaviour causes significant disruption to themselves, other students or staff, and is for the purpose of providing an opportunity for: ▪ The student, other students and staff to calm and recover. ▪ All to reflect on and learn from the incident, including where appropriate participating in restorative

processes. ▪ The College to evaluate existing behavior support plans, meet with any internal or external stakeholders,

seek advice on how better to support the student, and put in place any adjustments to plans, resources, staff or strategies that may be required.

▪ The parent’s / care givers to meet with the College to discuss the student’s behaviour. When a student is suspended from attendance at the Australian Islamic College the following process will be followed: ▪ Parents will be informed of their child’s behaviour and notified of the College’s intention to suspend. ▪ Parents may be asked to collect their child from school that day if deemed necessary. ▪ The suspended student will be required to attend a re-entry meeting with their parents on the morning

they return to school (before release back into our duty of care). ▪ Parents, the suspended student and College staff will confirm further support if required such as a

documented plan. Physical Altercation All students and education workers have a right to work in a safe and violence-free workplace. In addition to its criminal law implications, violence in schools is a health and safety issue and it is the responsibility of

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the employer to provide a safe working environment. It is also a moral responsibility of the school to provide learning environments which enable all students to reach their full potential. Adequate resourcing and support arrangements need to be provided by the school level to deal effectively with violence. The concern arises at all levels of schooling, particularly in the primary and middle years of schooling. Violence in schools is a result of a complex interplay of economic, social and psychological factors. Effectively dealing with this violence requires diverse and well-resourced strategies to be developed and implemented in schools.

RIGHTS AND RESPONSIBILITIES

Students have a right to Students have a responsibility to

• Interact with others in an environment free from harassment and bullying.

• Engage in a purposeful and supportive environment.

• Work and play in a safe, secure, friendly and clean environment.

• Expect respect, courtesy and honesty.

• Receive equal treatment regardless of status, race, gender or physical ability.

• Accept consequences for their actions.

• Ensure that their behaviour does not intimidate others.

• Ensure that their behaviour is not disruptive to the learning and wellbeing of others.

• Ensure that the learning environment is kept neat, tidy and safe.

• Ensure that they are punctual, respectful and organised.

Staff have a right to Staff have a responsibility to

• Expect respect, courtesy and honesty.

• Teach in a safe, secure and clean environment.

• Teach in a purposeful and non-disruptive environment.

• Expect cooperation and support from parents in matters relating to their children’s education.

• Be vigilant and proactive about bullying.

• Make students and parents aware of the school’s Behaviour Management Policy.

• Model respectful, courteous and honest behaviour.

• Ensure that the school environment is kept neat, tidy and safe.

• Establish positive relationships and maintain regular communication with students, staff and parents.

• Ensure good organisation and planning.

• Report students’ progress to parents.

Australian Islamic College Primary Campuses has a zero tolerance to physical altercation and all students understand the motto

“We keep our hands to ourselves”

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CREATING A POSITIVE WHOLE SCHOOL ENVIRONMENT The following are examples of activities and procedures used by the school to create a positive whole school environment and an individual feeling of school pride. Promoting the positive aspect of student behaviour at every opportunity is paramount.

Parents have a right to Parents have a responsibility to

• Expect that bullying will be investigated and addressed.

• Expect that positive behaviours will be promoted and reinforced.

• Be informed of the curriculum, behaviour management procedures and decisions affecting their child’s health and welfare.

• Be informed of their child’s progress.

• Expect cooperation and support from teachers in matters relating to their child’s education.

• Inform the school if the physical and emotional condition of their child has been affected by an event outside of the school which may impact negatively on their child’s learning

• To inform school of any incident of bullying occurring at school

• Ensure that their child attends school regularly and punctually.

• Ensure that the physical and emotional condition of their child is appropriate for effective learning.

• Ensure that their child is provided with the correct materials to make effective use of the learning environment.

• Support the school in providing an equitable education for their children.

• Keep their children home if they have a contagious illness.

• Maintain regular communication with their child’s teacher.

▪ Welcoming students at the Primary School Gates by the duty Teacher

▪ Welcoming classrooms rich with engaging curriculum.

▪ First 15 minutes: Theme of the WEEK and Schools’ Expectation

▪ Student of the Week - Merit Certificates

▪ Values Program – You Can Do It Education – Part of the curriculum

▪ Recognition of students’ work by display of work in classrooms, office, library and in the school

newsletter.

▪ Prefect selection of Year 1 - 6 Student & Student Council.

▪ Selection of Head Boy & Head Girl from Year 6 & Selections of House Captains.

▪ Representation of school in the wider community e.g. Debates and Sporting Events.

▪ Students sent to Deputy Principal/Principal with good examples of class work.

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CODE OF CONDUCT – CLASS AND SCHOOL

The following general items should be included in the code of conduct developed by the class teachers with their students. It is expected that teachers develop a class behaviour management plan that supports the school behaviour management plan. The school advises that students must:

1. Treat people and property with respect. 2. Avoid involvement in any act of bullying or intimidation. 3. Ensure that only appropriate items are brought to school; no toys, jewellery, valuables, large sums

of money, dangerous items or substances, ipods or electronic games.

4. Internet usage is only for educational purposes and under the direction of staff.

5. Students are not allowed to bring mobile phone to school. If a student is found to have a phone during school hours, the phone will be confiscated and only returned after a meeting with the parents has taken place.

The school has a right to suspend students found to be involved in recording, distributing or uploading inappropriate images of videos of students, parents or staff on school premise.

6. Wear School Uniform: At Australian Islamic College we want our students to be proud Muslims.

Our school uniform is an expression of Islamic dress codes. The entire uniform is available for

purchase at the college uniform shop on Fridays. It is compulsory for students to be in full school

uniform.

▪ Summer uniforms are to be worn in terms 1 and 4, and winter uniforms in terms 2 and 3.

▪ For weekly PE Days students wear the College Sports Uniform with joggers.

▪ Shoes and socks may be purchased from any store. Black shoes or joggers with white socks are

recommended as the most appropriate footwear. Coloured joggers are not allowed

▪ Girls must wear white hijabs, which may be purchased from the College.

▪ Throughout the year we have a 'No hat, No play' policy. Parents must purchase hats or sun

visors from any store.

▪ Makeup and hair gel are not to be worn at school. Students need to have neat tidy haircuts. No

fad hair styles such as Mohawks, mullets, undercuts, rats tail etc.

▪ Students are not to have coloured hair.

▪ Participation in extra-curricular activities.

▪ Recognition of out-of-school achievements e.g. Trophies, selections for teams, awards of

achievement.

▪ PowerPoint presentation of school activities and student achievements during end of term award ceremonies.

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CODE OF CONDUCT – Oval, Grass Area & Playground

The school expects that students must 1. Treat people and property with respect. 2. Avoid involvement in any act of bullying. 3. Return play equipment (soccer balls, basketballs etc.) to storage areas. 4. Play safely at all times. 5. Play in appropriate areas and not leave the school grounds. 6. Walk on the paved areas. 7. Put rubbish in the bins. 8. Move to classrooms promptly and quietly as soon as the siren sounds. 9. Do not go to canteen, high school or library without permission slip 10. Play in designated areas for boys & girls. 11. Obtain permission to leave the school grounds. 12. Wear approved school hat when participating in outdoor activities.

Note: Children with Special Needs. Classroom teachers are expected to inform all staff of children who have special needs and their specific management. Students with behaviour management issues need to be identified for all staff at the Monday morning staff meetings.

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You Can Do It Education: Our Behaviour Plan outlines our system for facilitating positive behaviours, preventing problem behaviour and responding to unacceptable behaviours. Through our school plan shared expectations for student behaviour are plain to everyone, assisting Australian Islamic College to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent expectations and understandings of their role in the educational process. Our school is committed to the following school rules to teach and promote our high standards of responsible behaviour: ▪ Be Safe

▪ Be Respectful

▪ Be an active learner

We believe in the importance of the 5 Key Foundations of You Can Do It! Education: 1. Confidence (social and academic) 2. Getting Along 3. Organisation 4. Persistence 5. Resilience Central to the development of these Key Foundations is instilling in young people 12 habits of the mind: Accepting Myself Taking Risks Being Independent I Can Do It Giving Effort Working Tough Setting Goals Being Tolerant Of Others Planning My Time Thinking First Playing By The Rules Social Responsibility

Roles: Students: To learn and behave in an appropriate manner. Teachers: To provide a safe and supportive learning environment. Administrators: To guide and model professional behaviour in a supportive manner. Ancillary Staff: To support students, staff and community in a safe school environment. Parents/Volunteers: To support children and staff throughout the school environment.

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Expected Standards The following standards outline the expectations for students:

Self Class Playground Off Campus

Confidence

Be safety conscious Consider self, others and property Be positive and self-motivated Believe in oneself

Be independent Be interdependent Mentor others

Remain within designated areas Be a mediator of disputes Walk away from bullies

Wear the school uniform with pride A sensible and safe approach to travel Be a worthy representative of the school community

Getting Along

Consider others and self Be aware of the needs of others Be prepared to compromise Be in tune with your emotions Being easy going Take turns Model respect and respectful behaviours

Work safely, sensibly and with tolerance Be co-operative Be courteous Be respectful of others and their property Take turns Share praise for others

Play safely, sensibly and with tolerance Follow directions of people on duty Use appropriate language Keep hands, feet and other objects to yourself Use a quiet voices when in confined spaces Be co-operative Try to include others in your games

Behave appropriately at school camps Listen to instructions Be aware of the needs of the whole group Respect the general public when participating in activities Comply to social norms Follow the directions of community helpers/guides

Organisation

Be ready for school Take responsibility for homework and assignments Be responsible for home/school communication Organise and keep track of own belongings Establish your own routine Be on time and prepared each day Being responsible for own belongings

Be tidy Be attentive Be punctual and prepared for lessons Only enter classrooms with a staff member’s instruction Ensure you do your jobs (job chart)

Place rubbish and food scraps in the appropriate receptacle Follow the school sun-safe strategy e.g. wear a broad-brimmed or legionnaire hat Look after school equipment i.e. things borrowed from classroom or sports room

Complete homework tasks Take all notes home to parents Have the right equipment ready and wear correct uniform Be punctual for appointments Be responsible for your belongings Organise gear necessary for school

Persistence

Strive to do best Don’t give up, don’t give in Have a go - Always give your best

Be industrious Stay on task to complete Be studious

Be cooperative Try to include others in your games Try different approaches to problem solving

Be involved in excursions Look for solutions in difficult situations Complete homework and assignments

Resilience

Be true to yourself Always do your best Be ready to adapt to change Stick to difficult tasks

Listen Wait your turn Accept and follow directions

When dismissed, leave area by walking Play with others and include others

Be interested in others Look for the positive when routines are changed (unforeseen circumstances)

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SCHOOL BUS RULES

Riding the school bus is a privilege – not a right. Improper behavior may result in a student being removed from riding the bus either on a temporary or permanent basis. Any offense committed by a student on a school-owned or contracted bus shall be punished in the same manner as if the offense had been committed at the student’s assigned school. The bus is an extension of the classroom and misbehavior will not be tolerated. Two (2) digital cameras are on every bus to record the activity that occurs throughout the bus and at the bus door.

1 The bus driver is in charge. Students must obey the driver. 2 Students are to ride their assigned bus. STUDENT RESPONSIBILITIES Waiting to Board a Bus 1. Arrive at the bus stop five (5) minutes ahead of your scheduled time. The bus must leave at the

designated time.

2. Wait until the bus stops.

3. Stand well away from the street as the bus approaches.

4. Littering or damaging property on or near the bus is prohibited. Keep sidewalks clear of books, clothing

and other articles.

5. Observe all rules of conduct governing student behaviour (see the Students Rights and Responsibilities).

6. Report to the principal, parent/guardian any suspicious persons or activities.

Riding the Bus – To & From School ▪ Be seated immediately and remain facing forward. Remain seated until the bus arrives at your stop and

you receive instructions to unload.

▪ Hold books and all personal items in your lap. Do not block the aisle.

▪ Extending arms, legs or head out of the bus is prohibited.

▪ Throwing objects on the bus or out of the window is prohibited.

▪ Refrain from distracting or talking to the bus driver except in an emergency.

▪ Tampering with or damaging bus equipment is prohibited. Student and/or parent/guardians will be held

liable.

▪ Fighting, pushing, shoving or creating loud disturbances is prohibited.

▪ Smoking, eating and drinking are not permitted.

▪ Place trash in receptacle provided near front of the bus.

▪ Use of profanity or obscene gestures is prohibited.

▪ Bringing weapons or dangerous instruments of any kind is prohibited.

▪ Observe all rules of conduct governing student behavior.

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PARENT RESPONSIBILITIES 1. Read, discuss and review this AND the School Bus Rules. 2. Encourage your children to observe all established guidelines. 3. Get to know your bus driver. 4. Report to the School Bus Division any related traffic hazards or abuses of any school bus observed

operating carelessly. 5. Report all observed misconduct on school busses and at school bus stops to the principal. 6. Place identification of your child where the bus driver can retrieve it, if necessary. 7. Report to the police any strangers observed at or near bus pick up/drop off points. 8. See that children are at the bus stop five (5) minutes before the bus is scheduled to arrive.

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AIC Dianella, Thornlie & Kewdale PRIMARY SCHOOL BEHAVIOUR SLIP

The following Behaviour Slip is Blue and is to be used for Minor or Major Behaviours for the Playground. MINOR Fill in the form and give to the classroom teacher Misbehaviors are recorded on the Behaviour log for Classroom Record Three misdemeanors equates to detention. MAJOR Fill in the slip with as many details as possible and report to the Behaviour coordinator or the Principal. They will deal with the issue.

Behaviour Slip

Student Name Year

Minor Behaviour Major Behaviour

No hat

Physical contact

Running in the corridor or path

Deliberate Vandalism

Eating in wrong area

Verbal Abusing/Swearing

Rough Play

Dangerous Behaviour

Disturbing others game

Bullying

Out of bound – Play area

Disobedience

other

Canteen without permission

Details

Issued by Date: Time:

Minor: Action of Duty Teacher Major: Action of Duty Teacher

Walk with teacher Reprimand

Recesses detention In school suspension

Reprimand Detention

Other Suspension

Phone call home Phone call home

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Letter of Academic Concern

Date:

Name of Student: Class: Referring Teacher:

Dear Parents / Guardians The school is concerned with each student’s progress in their studies and their attitude to work. It is school policy to make every effort to keep parents / guardians informed of the progress of their child. We wish to draw your attention to concerns we have with your child’s progress in the following areas.

Work Ethic Attitude

Organisation

Not working to capacity

Effort

Shows lack of effort

Not bringing appropriate equipment to class

Needs to show more personal initiative

Constantly late to class

Responds poorly to advise

Not using Diary

Tends to give up easily

Work Ethic Attitude

Learning

Failed to submit assignment

School Work

Class work is not completed

Quality of work is lower than expected

Homework is not completed

Needs to study more at home

Poor performance in assessments

Work Ethic Attitude

Area of Poor Performance

Reading

Punctuality

Coming late to school

Writing

Absence without information

Mathematics

Uniform

Does not come with proper school uniform

Quran Studies

Uniform is not neat and clean

Overall Comments

At this point, a parent/teacher conference is needed, and in the best interest of your child, one is advised. Please feel free to contact the school by letter, in person or telephone (9362 2100) in order to arrange a conference. Yours sincerely, Principal, Australian Islamic College, Campus

Class Teacher Principal

…………………………………………………………………………………………………………………………………………………………………

Please sign and return the slip to the class teacher. I have received the letter and have discussed with ……………………………………….. Comments: ……………………………………………………………………………………………………. Signature: Mobile: Date:

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BUDDY CLASS Each class is assigned a buddy class. The child sent to that buddy class is to be provided with work and spend a duration of 2 periods maximum.

Student: Year Level: Teacher: Buddy Room: Year Level: Teacher: Date: Period: Work Provided:

Reasons for withdrawal: 1. Failure to respect others’ feeling or rights

2. Being off-task or failure to make an effort to work

3. Distracting others from their right to learn

4. Acting in an unsafe way

5. Failure to respect others’ property

6. Not showing appropriate courtesy to others

7. Others _________________________________________________________________________

Think Sheet: What was I doing? __________________________________________________________________________________ __________________________________________________________________________________ What Should I do? __________________________________________________________________________________ __________________________________________________________________________________ When I rejoin class I will: __________________________________________________________________________________ __________________________________________________________________________________ Room Teacher’s Comments:

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BEHAVIOUR DISCIPLINARY PROCESS

Minor Behaviour / Incidents

Inappropriate verbal language used

Not following class / bus rules

Disrespecting students/peers

Disrupting teaching / learning

Disrespecting mosque rules

Dress code violation

Mobile phones Running in corridors

Major Behaviour / Incidents

Abusive language towards an individual

disrespecting teacher consistently

Vandalism of school property (including

bus)

Fighting / physical aggression/altercation

Theft

Truancy / Leaving school grounds

Bullying (Cyber / Physical / Verbal)

PHASE

1 PHASE

2 PHASE

3

PHASE

4

PHASE

5

Warning for Classroom Misbehaviour /

Recess / lunch play

Warning time out (sent to time out room)

2 warnings for classroom misbehavior/recess &

lunch play- Detention (Lunch) and sent to behavior

coordinator

3 time outs in a term – sent to deputy principal & Contact parents

If student continues to show no improvement will

lead to suspension.

ONLY Behavior Coordinator & Deputy Principal can authorize

Depending on the severity of the student behaviour

incident, student will be referred to principal

Major Incidents

1 – 5 days Suspension (Principal / Deputy/Behaviour Coordinator)

Re-entry phase: Parent - Student Contract / Parole

Breach of contract can result in repeat of phases (Behaviour Coordinator / Deputy

Principal/ Counsellor)

Continued breach of contract

Possible Expulsion / Enrolment Reviewed

(Principal / Executive Principal)

Guidance and Counselling Policy This policy having due regard for the Education Act 1998 sets down how guidance is regarded as a core element of this school’s curriculum. The Australian Islamic College “shall use its available resources to ensure that students have access to appropriate guidance to assist them in their educational needs and career choices.” Furthermore our College wishes to promote the moral, spiritual, social and personal development of students in consultation with their parents. Teachers and Coordinators may refer students of concern (see referral form – Appendix 3)

Mission Statement Guidance may be defined as a range of experiences to help students make personal, social, educational and career choices. Counselling may be seen as the empowerment of students to make decisions, solve problems, develop coping strategies and resolve difficulties they may be experiencing.

Aims and Objectives: Our aims and objectives are guided by the principles of The Institute of Guidance Counsellors and The National Centre for Guidance in Education, and focused on providing a response to the guidance needs of the school. 1. The guidance program will be delivered through class contact and one to one interviews. 2. The guidance program is set out to reflect the needs of the students at all stages of their

school life. 3. The guidance program sets out to identify the needs of each specific year group and design

a program which meets those needs. It sets out to be accessible, student centered, inclusive and responsive.

4. It sets out to assist students to make choices and to make transitions in the educational, social and personal aspects of their lives.

5. It sets out to provide the following: counselling, assessment, information, advice, educational development programs, personal and social development programs and referral

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AUSTRALIAN ISLAMIC COLLEGE KEWDALE

COUNSELLING: TEACHER REFERRAL FORM

Name of Referring Teacher: _________________

Subject: ________________

Class: __

Student Name: _______________________________ AGE: ___ GENDER: M/F

Please circle the Appropriate Category:

Sadness/Grief Yes / No

Work Completion- Completes work in given time Yes/ No

Not Focusing Yes/ No

Worried/Scared Yes/ No

Anger Management Yes / No

Withdrawn or Lacks Motivation Yes/ No

Anxious/Nervous Yes /No

Suicide Ideation. Yes/ No

What have you noticed:

1._____________________________________________________________________

2._____________________________________________________________________

Problematic Behaviour: Please describe what your concerns are:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Effect of problem on academic progress:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

What do the parents say:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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Resolving concerns – Parents / Guardian concern flow chart

Please follow the steps outlined in the following diagram to assist in resolving concerns:

Quality of teaching

Talk to leadership team

If not resolved

Talk to Principal

If not resolved talk to Executive Principal

Student Learning

Talk to teacher If not resolved

Talk to year coordinator

If not resolved

Talk to Deputy/Principal

Student Well being

Talk to teacher If not resolved

Talk to Behaviour Coordinator

If not resolved

Talk to Deputy/Principal If not resolved will lead

to speaking to Executive Principal

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Review Date: [April 2021] Approved by: [Executive Principal] Next review: [January 2022]

Other Issues

Talk to front office

If not resolved

Talk to Principal

If not resolved talk to Executive Principal

student wellbeing & behaviour management policy …

Documents