YARRAMAN OAKS PRIMARY SCHOOL

STUDENT ENGAGEMENT AND

INCLUSION POLICY

This policy reflects the DET Student Engagement

and Inclusion Guidance and was produced in

consultation with the school community in October

2015

Principal: Mr William Liston

School Council President: Mrs Jodie Billings

1.SCHOOL PROFILE

Yarraman Oaks Primary School is located in Noble Park. The approximately 200 students are

representative of a broad range of family structures and cultural backgrounds. Our school

community speaks at least 26 languages other than English at home and our families have come

from all over the globe including Asia, Europe, New Zealand and The Middle East. Yarraman

Oaks supports our indigenous students and providing an environment that caters for our

wonderfully diverse community.

2.School Values, Philosophy and Vision

Our vision, values and philosophy are built around the ethos of Yarraman Oaks being a

community of learners, providing opportunity for all and catering for diversity.

One of three goals in our strategic plan is around engaging community which is directed at a

holistic approach to overall student wellbeing.

Community Diversity Opportunity

We are committed to ongoing learning for our whole community and the provision of a

personalised education for our diverse student needs. We believe that all children have individual

interests, passions and talents and we are dedicated to providing the opportunity for these to be

developed.

Opportunity for All

We believe that all children have individual interests, passions and talents and we are dedicated

to providing the opportunity for these to be developed. We have specialist classes in Computers,

Library, Sport and Physical Education, Visual Arts and Performing Arts. Students have the

opportunity to take part in Drum lessons, choir, guitar lessons, Environment Group, Active After

Schools program, Tennis Australia tennis lessons, A.F.L. football program, Rugby Union

coaching, school performances, school Art Show, Student Leadership program, Peer Mediation

program and Meditation Program.

Community of Learners

We are committed to ongoing learning for our whole community. All students in prep to year 2

are involved in the Walker Learning Approach, which is based on Investigative Learning and 3-6

students use Inquiry Learning. All children have literacy and numeracy every day, where skills

are explicitly taught. We form a partnership with our parents, so we can all continue to learn

how to provide for each individual child's academic, social and emotional needs. We support our

parents in learning how to provide the best for their children through school-based support group

meetings and connecting them with external agencies where appropriate. All Yarraman staff

continue to learn through school-based coaching, the provision of external mentoring, school-

based and external professional development and working within Professional Learning Teams.

Diversity Provided for Learning is personalised to allow each child to reach their potential and experience success.

Individual learning needs are supported and provided for across the curriculum. A statement

about the rights and responsibilities of all students and school staff is included in Appendix 2.

3.Guiding Principles

Yarraman Oaks Primary School encourages all students to be resilient by teaching the principles

of ‘You Can Do It,’ persistence, confidence, getting along and organisation.

Restorative Practices creates the framework within which we manage student behaviours.

Children learn through programs that:

Increase community connectedness

Build on each child’s experiences, interests and needs

Foster communication and cooperation in learning

Encourage them to take increasing responsibility for their learning

Challenge and motivate them, providing opportunities to experience success

Teachers create inviting classrooms where:

Pride is taken in providing effective and flexible teaching strategies to meet student needs

They work as teams to provide the best conditions for learning

Students are valued and supported

Opportunities for active learning are maximised

Parents are valued and involved in their child’s learning

Students are given input into what and how they learn.

At Yarraman Oaks we value community engagement. A key focus of our school is engaging

parents tin their child’s schooling. We understand that the family has far more impact on student

outcomes than the school so we run a range of successful programs to include the whole school

community in education at YOPS. Parents and carers are also invited to be involved in school

council, parent groups, playgroup and special occasions such as harmony day, parenting

activities, sport and music events. The school has also developed partnerships with community

organisations. Information on all school policies are provided to school families on our web site

and weebly. Information is also provided to families through a weekly newsletter.

4.Engaging Students

Our whole pedagogy is directed at engaging our students in their school life and learning. All

staff teach in a way that is Personalised, Investigative and Structured

This means we teach in a way that is personalised, that enables students to approach their

education from their own individualised point of need, interest and engagement.

Students approach part of their learning in an investigative, inquiry manner, allowing them more

say in their learning. Our approach is structured throughout the school and within each

individual classroom and lesson. This leads to continuity of learning throughout the school and

clear expectations and instructions within each class.

What does this look like?

A teacher instructing and questioning a whole class, small group or an individual child.

Students working in small groups.

One or more teachers moving around the room working with individuals or groups.

Individual students conferencing with a teacher or another student.

Small groups working around a computer or individuals on laptops.

Students presenting their work to the class or small groups using video or electronic

whiteboards.

Literacy or Numeracy aides supporting individuals or small groups in understanding their

work.

A teacher or students helping a child assess their work.

5.Identifying students in need of extra support

Our school will utilise the following information and tools to identify students in need of extra support

using the following strategies

Personal information gathered upon enrolment

Attendance rates

Academic performance, particularly in literacy and numeracy assessments

Behaviour observed by classroom teachers

SMART student data base

Engagement with student families

6. Implementation

The school will support student wellbeing and positive behaviours through:

Promoting positive behaviours -

Buddies

Student Awards

Programs across the school to develop resilience, social skills, conflict

resolution and problem solving e.g.: - ‘You Can Do It’, ‘Restorative

Practices and Five Finger Strategy, Stop – Think – Do.

Transition programs into and throughout the school.

The school will -

Identify vulnerable children and their families.

Monitor student attendance.

Create Student Support Group’s for children in need

Provide peer mediation

Survey students in grades 5 and 6 about bullying in the school

environment.

Issue student postcards to provide parents positive feedback about their

children.

Adhere to department guidelines for mandatory reporting

The school will also access outside services to provide support for students and staff

which include: -

Psychologist for psychological and academic assessment

Mentors – providing support for ‘at risk’ children

Department of Human Services case managers and support workers

Social Workers to provide services such as counselling, social skills and

anger management programs.

Local support groups

Relevant DET support staff

Relevant local support agencies

Providing various ways to support the You Can Do It values. These can include:

Verbal recognition

An award/certificate

A positive note home

Class wide reinforcement

Recognition in the newsletter

Individual classroom recognition programs/incentives/reward time

Awards given at assembly

Incidental and informal feedback to parents

‘Personal Points’ may be awarded

STRATEGIES FOR DEALING WITH INAPPROPRIATE BEHAVIOUR

The school maintains a fair discipline system that is based on natural justice, procedural fairness

and restorative practices. Central to this system is the establishment of preventative strategies

and systems in the classroom and playground. Some of these systems include ‘The Five Finger

Strategy,’ peer mediation, SRC, social skills program, circle time and circle conferencing.

There are four school rules at Yarraman Oaks Primary School. These are:

Use respectful language at all times.

Keep your hands and feet to ourselves

Do what we are told by all staff at all times.

Respect all property at all times.

When the school rules are broken, Yarraman Oaks Primary School has adopted a Restorative

Practices approach. Appendix.1. While still providing limits and consequences, it looks for ways

to repair the damaged relationships and improve existing relationships.. In line with Department

Of Education Guidelines Yarraman Oaks Primary School strictly prohibits the use of corporal

punishment.

Behaviour incidences of a serious nature are recorded in the schools data program called

SMART. These records are an important source of documentation for discussions with students,

teachers and parents and for obtaining support from outside agencies.

Yarraman Oaks Primary School also acknowledges that there are key points to make a difference

in improving student behaviour, and that these are:

Creating an engaging environment that is personalized

Build a positive relationships with all students

Be consistent with expectations

Communicate expectations often

Take individual and shared responsibility for managing student behavior

Students repeatedly breaking the rules and are placing others at risk are referred to the principal

or assistant principal. They will put in place strategies that ensure other students and the teacher

are safe and able to work without distraction.

Engagement with the student teacher and parents may take place where necessary. Where

needed a staged response may be developed in consultation with all stake holders. This is set out

in appendix.3. Suspension/ expulsion may be considered where the behaviour is severe.

Department of education guidelines must be followed strictly Should parents have a grievance

they are to follow the grievance procedures set out in appendix 5

Time out completed and restorative conference held

STUDENT COMPLIES STUDENT DOES NOT COMPLY

THE BELOW STRATEGY SHOULD BE EMPLOYED WHEN A STUDENT:

Uses deliberate and severe inappropriate language

Physically assaults another student by wrestling, punching, kicking, biting, or

manhandling

Refuses to comply with a staff’s reasonable request

Ask the student who misbehaved to come over and walk with you while you do yard duty. During this time, discuss the situation with the student:

What happened?

How can we avoid that situation happening again?

Are you ok or is something worrying you?

Discuss with the student that by misbehaving they have made our school yard unpleasant. Once the student is calm and able to discuss the incident follow up with a restorative conference. Detention will be given for any of these behaviours and the students are to contact their parents and inform them of the situation

Follow Severe Behaviour Response Procedure in appendix 4

Do a safety assessment of the student to try and prevent future incidents. Do they need support, behaviour management plan, referral to SWC, GO, intervention in the yard…?

Time out completed and restorative conference held

Student does not comply

Student complies

BULLYING

Rationale:

At Yarraman Oaks Primary School we believe everyone has the right to be respected and

experience happiness, confidence, feelings of security and belonging at school. All members of

our school community are committed to ensuring a safe and supportive learning environment

where children feel secure, successful and happy.

Our aim is to foster a healthy and positive school culture in which children, teachers and parents

will be treated fairly, individual differences will be respected and everyone will feel safe from

bullying. We believe students need to be empowered to positively deal with and resolve social

group issues through developing skills such as assertiveness, confidence, resilience and problem

solving skills.

WHOLE-SCHOOL COMMUNITY RIGHTS AND RESPONSIBILITIES IN RELATION TO

BULLYING

Students, staff, parents, caregivers and the wider community have the right to a safe and

supportive learning environment in schools. For this to occur all school community members

have a responsibility to prevent and respond to reports and observations of bullying.

Whole School Community

Everyone has a right to feel safe, respected and supported in the school environment

We all have the responsibility to establish positive relationships and respect individual

differences

Students

Have the right to feel safe and supported in the school environment

Have a right to be informed of the school bullying plan and be supported in stopping

bullying

Have the responsibility to treat others with respect and care and to identify and respond

appropriately to bullying incidents

Staff

Have the right to feel safe, respected and supported in the workplace

Have the responsibility to teach pro-social behaviours and implement the school bullying

policy and management plan

Parents

Have the right to expect children to be safe and provided with a supportive school

environment and treated with respect

Have the responsibility to be aware of and support the school plan in effectively

managing bullying

COMMON UNDERSTANDINGS ABOUT BULLYING

Definition of Bullying

Bullying is an unjustified and frequently repeated act of power the physically or psychologically

hurts someone for the gratification of the bully.

This may involve verbal, physical, relational and psychological forms of bullying.

Types of Bullying

Bullying takes many forms and can include:

Verbal Bullying: The repeated use of words to hurt or humiliate another individual or group.

Verbal bullying includes using put-downs, insulting language, name-calling, swearing, nasty

notes, telephone calls and homophobic, racist or sexist comments.

Psychological Bullying: Includes repeated stalking, threats or implied threats, unwanted email

or text messaging, abusive websites, threatening gestures, manipulation, emotional blackmail,

and threats to an individual’s reputation and sense of safety.

Exclusion Bullying: Usually involves repeatedly ostracising others by leaving them out or

convincing others to exclude or reject another individual or group from their social

connections, making up or spreading rumours and sharing or threatening to share another’s

personal information.

Physical Bullying: Includes repetitive low level hitting, kicking, pinching, pushing, tripping,

“ganging up”, unwanted physical or sexual touching, and damage to personal property.

Cyber Bullying: Involves the use of information and communication technologies such as e-

mail, text messages, instant messaging and websites to engage in the bullying of other

individuals or groups. This technology provides an alternative means for verbal, relational

and psychological forms of bullying.

Extortion Bullying: Involves being forced or threatened to hand over possessions, food,

money or do work for the bully to avoid punishment.

Bystanders to Bullying: Bullying also involves the concept of “bystanders”. A bystander may

be someone who sees bullying or knows about it but he or she is not usually directly

involved. Everyone at the school can have a role in supporting those who are being bullied.

All members of the whole school community at Yarraman Oaks Primary School need to be

aware of their role in supporting those who are being bullied and their responsibility to

discourage bullying behaviours when they observe them. Any member of the school

community can be a bystander and can act successfully to prevent or stop bullying.

Sometimes it is difficult to act at the time of the bullying incident but reporting bullying

behaviour is also important. Bystanders are encouraged to report to someone who can help,

such as a member of the school staff.

Effects of Bullying

Students who are bullied may:

Feel unhappier at school

View school as a negative and unsafe place

Feel lonely

Dislike and avoid school

Demonstrate lower academic performance

Have higher rates of absenteeism

Complain of physical illness

Have lower self-esteem

Suffer from interpersonal difficulties

Experience depression or higher levels of anxiety and worry

Have a lack of friends or involvement in social activities

Possible Signs of Bullying:

Decreased interest and reluctance to go to school

Frequent complaints of headaches or stomach aches

Appearance of being withdrawn and a reluctance to say why

Difficulty sleeping

Strategies for Students and Parents

What Can I Do if I am Being Bullied?

Try to stand up for myself if I am being bullied

Try to talk with the person I am having the problem with in an assertive way

Walk away and ignore the person completely

Get help from a teacher or someone I trust

Don’t react and ignore the situation and keep working or playing

Talk to a friend to get some ideas to help me make a decision

Try coming to an agreement with the other person

Breathe deeply and look confident

Respond in a confident way asking the other person to stop

Report the incident to a teacher or the principal

Don’t fight back or retaliate with physical or verbal bullying yourself

DO something and SAY something

Go to a safe place

What should I do if I know about or see someone being bullied?

Care enough to do something about it whether it affects you personally or not

Support the person being bullied through encouragement and a listening ear

Don’t be a bystander – don’t stand by and watch, get help

Show that you and your friends disapprove of bullying

Report the bullying to a teacher, counsellor or the principal

Don’t use fighting or aggression to defend or stick up for your friends

What Can Parents Do? If your child is being bullied, they need your confidence, understanding and support.

You can:

Encourage talking; this may be difficult but be patient and don’t use pressure

Try not to overreact, listen calmly and try to work out the facts

Give assurances that the situation will be changed

Assure the child that it happens to most people at some time and we learn to

avoid it, cope with it or confront it

Reassure your child that it is not happening because there is something wrong

with him or her

Identify reasons why bullying is hurtful and explain that not responding helps

to stop the behaviour

Report the matter to a staff member even if you are unsure of the extent of the

bullying

Do not try to resolve the issue by becoming involved with the child or the

child’s parents who is accused of the bullying

Tell and model to your child that physical and verbal retaliation is NOT the

answer

Always try to work through the school, but talk with your child about what you

are doing and why

School strategies to prevent and manage bullying:

Our policy aims to address bullying at the following levels:

Whole School Prevention Strategies

Targeted Early Intervention Strategies

Intervention for Bullying Incidents

Our response plan aims to not label students as ‘bullies’ or ‘victims’. This will ensure

that the unacceptable behaviours are separated from the students involved. This

allows the behaviours to be addressed in a manner that remains respectful of the

individuals. We believe that bullying is set of behaviours that can be changed,

focusing on restorative practices and empowering students to find solutions to make

things right.

Whole School Prevention Strategies

The strategies we will use to prevent bullying include:

Increasing awareness of bullying in the school community through brochures,

programs and newsletters

Implementing a whole school management strategy of responding to bullying

outlined in this policy

Consistently using behaviour management methods that encourage empathy,

problem solving and positive action such as the no put down agreement

Pro-social skills training programs will be implemented and maintained as part of

the P-6 school curriculum

Classroom teachers will clarify and promote the anti-bullying policy with students

and will reinforce values, norms and rules throughout the year through the ‘You

Can Do It’ and ‘Stop, Think, Do’ Programs.

Professional development for staff relating to bullying.

All members of the wider school community will promote a safe school

environment by being aware of school anti-bullying campaign.

Maintaining a school culture that seeks to be proactive and restore relationships

damaged through conflict by employing interventions such as restorative practices.

Increasing opportunities for students to be involved in activities that encourage

positive peer relationships like PALS and Buddy Programs.

Recognising, promoting and providing incentives for respectful, pro-social

behaviours and positive social relationships in the playground

Proactive playground supervision

Reinforcing good examples of communication and conflict resolution;

Advertising safe places for students feeling at risk

Recording and managing playground or classroom bullying incidents

Targeted Early Intervention Strategies

Early identification of bullying behaviours is vital if schools are to be most effective in

managing bullying. It is important that schools respond in a timely fashion when

issues are identified as it is understood that those who are engaged in bullying and are

bullied can experience long term effects. In responding to unacceptable behaviour we

will adopt the following targeted early intervention strategies:

Encourage children to report bullying incidents involving themselves or others to

teachers

Teachers will reinforce the message that reporting is not the same as ‘dobbing’

Parents are encouraged to contact classroom teachers, Assistant Principal or

Principal as soon as they become aware of an issue

Identifying early signs of relationship issues within year groups that require

targeted programs (e.g. through class meetings)

Proactive teaching of pro-social behaviour to identified students;

Actively providing options for students experiencing unsafe areas or times at the

school such as the quiet area, buddy programs or a safe place to play.

Referring identified students to appropriate specialist support staff;

Assisting in rebuilding trust and relationships between identified students and

others;

Providing students at risk or those who demonstrate bullying behaviour with

access to specialist/pastoral care staff;

Setting up buddy systems for vulnerable students;

Reinforcing whole school behaviour management strategy methods for identified

students

Public recognition and reward for positive behaviour and resolution of problems

Intervention for Incidents of Bullying.

At Yarraman Oaks Primary School we have an agreed process for identifying,

reporting, recording and responding to bullying incidents. We believe that bullying is

effectively managed by practices that resolve conflicts, restores relationships and

promotes tolerance. Our approach is restorative and solution-focused in nature with

the intention of restoring relationships.

It is vitally important that all staff, students and parents are aware of the correct

process if they become aware that a student is being bullied. This plan outlines what

actions teachers are to take if a bullying incident is reported to them or if they witness

an incident and all staff need to be confident in their ability to deal with bullying

situations as they occur.

The school will ensure specific case management and student/situation monitoring

processes in are in place, especially for students with ongoing high support needs.

These processes will often involve the relevant school staff, parents, the student/s and

external agency services where needed.

Intervention Process:

Any bullying incident must be recorded on the SMART Program.

Action will be taken and all students will be followed up. Follow up will be

dealt with by either the teacher involved, the Student Wellbeing Coordinator,

the Assistant Principal and/or the Principal.

The incident is to be investigated and documented by speaking with the

students involved (both the student alleged of bullying and the student who

feels bullied)

Parents are to be contacted and informed of the incident.

Consequences:

Severe bullying such as verbal abuse or physical bullying may progress beyond

the first consequence at the discretion of the Principal or Assistant Principal.

Discretion is needed in responding to incidents of bullying; it is essential that students’

individual situation is taken into account. Students involved in bullying will be

disciplined under the procedure for inappropriate behaviour as outlined above.

Student records and files are to be reviewed annually with the view to starting afresh

at the beginning of each year.

9.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.

Some of sources of data used are:

the 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

Review of this policy

This policy will be reviewed annually or more often if necessary due to changes in

regulations or circumstances.

This policy was last ratified by school council in 2015

Appendix 1

Three principles form the foundation for restorative justice:

Justice requires that we work to restore those who have been injured or harmed.

Those most directly involved and affected by inappropriate behaviour should have

the opportunity to participate fully in the response if they wish.

The role of a community is to build and maintain a just peace.

Restorative programmes are characterised by four key values:

Encounter: Create opportunities for victims, offenders and community members

who want to do so to meet to discuss the inappropriate behaviour and its aftermath

Amends: Expect offenders to take steps to repair the harm they have caused

Reintegration: Seek to restore victims and offenders to whole, contributing

members of society

Inclusion: Provide opportunities for parties with a stake in a specific inappropriate

behaviour to participate in its resolution

Appendix.2.

RIGHTS AND RESPONSIBILITIES

Students have the right to: Students have the responsibility to:

Feel safe and secure at school which is enhanced

by an anti-bullying policy and strategies to

enhance student engagement

Behave in way that ensures the school is a bully

free zone and support members of the school

community to feel safe and secure at school.

Have their feelings, rights, thoughts and

possessions treated with respect.

Act honestly and show consideration for the

feelings, rights thoughts and possessions of others

Be spoken to courteously and treated with fairness

and consistency

Co-operate with school staff and treat them

courteously and with respect

Curriculum which is appropriate to individual and

collective needs

Take full advantage of learning opportunities and

to allow others to do the same

Regular scheduled classes, equal access to

teachers’ time and updates on their progress

Attend classes punctually and regularly and ask

for help and assistance when required

A clean, safe, smoke-free and attractive school

environment where all property is respected

Maintain and keep a safe, clean and attractive

environment and appear neat and in clean in

school uniform

Staff have the right to: Staff have the responsibility to:

To be treated as individuals with courtesy, respect

without discrimination

To treat with respect and courtesy all members of

the school community; to promote such attitudes

in their children

Teach without interference and be supported by

students, colleagues, parents, School Council and

appropriate Government Departments.

To provide a full range of learning activities

across AusVELS and to provide support to

students, colleagues, parents, School Council and

appropriate Government Departments.

To have access to information and be part of the

collaborative decision making process in the areas

of curriculum and organisation; to have on-going

funded professional development; to have

decision making structures in place; to have

representation and collaboration on School

Council and Sub-Committees.

To contribute to decision making processes (e.g.:

School Council) and actively participate in the

areas of curriculum and Strategic Plan

development, organisation and administration; to

participate in professional development activities.

Access ongoing training and professional

development opportunities

To ensure their teaching reflects current and

effective teaching practices

To work in an aesthetically pleasing, clean,

orderly, safe (safety of belonging) and

comfortable environment and to have access to

sufficient equipment and resources

To help create an aesthetically pleasing, clean,

orderly, safe (safety of belonging) and

comfortable environment; to select, order and

maintain equipment

Parents have the right to: Parents have the responsibility to:

To participate in all aspects of their children’s

learning, to be informed and to be listened to

To take an active interest in their children’s

learning and school activities. To convey concerns

and inform teachers of any circumstances which

could affect the learning of their children

To be treated as individuals with courtesy, respect

without discrimination

To treat with respect and courtesy all other

members of the school community; to promote

such attitudes in their children

To have ready access to information and be part

of the decision-making process where appropriate

To contribute to the best of their ability and to

respect the contribution of other members of the

school community

To have their children educated in a secure

environment where care, courtesy and respect are

encouraged and valued

To help create and maintain a safe environment

and encourage their children to do the same and to

support the school in its efforts to maintain a

positive teaching, learning environment

Access to Support Services is available when

required

To assist students with the establishment of goals

and plans which build their confidence and

competence in social and academic areas.

As per Department of Education guidelines and expectations this school prohibits the

use of corporal punishment when dealing with any disciplinary matters.

The rights and responsibilities charter was developed with staff, student and

community input. As well as these rights and responsibilities, members of our school

community are also protected by the following legislation:

Equal Opportunity Act 1995

Charter of Human Rights and Responsibilities Act 2006

Disability Discrimination Act 1992

Disability Standards for Education Act 2005

Education and Training Reform Act 2006

Appendix.3.

Staged response checklist for student behaviour issues

Stage 1: Promoting positive behaviour and preventing behavioural issues

Suggested strategies School actions

Define and teach school-wide expectations for all.

Establish whole school positive behaviour

programs.

Establish consistent school-wide processes to

identify and support students at risk of

disengagement from learning.

Stage 2: Responding to individual students exhibiting challenging behaviour

Suggested strategies School actions

Assess the behaviour and its functions, influences,

and triggers (include student, parents and school

wellbeing staff as appropriate).

Develop Behaviour Support Plan and/or Individual

Education Plan (involve parent or carer)

Consider if any environmental changes need to be

made.

Teach replacement behaviors.

Engage Student Support Services and/or

community services to undertake assessments

and/or provide specialist support

Establish a student support group

Implement appropriate disciplinary measures that

are proportionate to problem behaviours

Consider out-of-school behaviour management

options such as Student Development Centres (if

available)

Appendix .4.

SEVERE BEHAVIOUR RESPONSE

STUDENT DISTRESSED Don’t try to physically restrain a student, it is dangerous for you and may escalate the situation.

Offer the student the opportunity to have some time out in a safe place and say to the student “I can see you are upset/angry. When you are ready, then we’ll talk.” Give the student space but keep an eye on them. One staff member only should manage situation, first Principal Class or S.W.C, then staff person with most experience dealing with the student.

Student calms and then indicates they are ready to talk. Find out what caused the student’s distress and discuss how they issue can be resolved.

If the student does not approach you within 10 mins, check in with them every 5 – 10 mins and ask if they are ready to talk. When they indicate they are, find out what caused the student’s distress and discuss how they issue can be resolved.

Give the student 3 specific options using an assertive but calm tone; “(Student’s name), I can see something has upset you. You have 3 choices, (for eg) you can stay where you are and when you’re ready we’ll talk, you can come with me to the office and have chat over there or I’ll give Mum/Dad a call and they can come up to the school. Repeat choices, then ask which option the student would prefer. Keep the options short and simple.

STUDENT COMPLIES STUDENT DOES NOT COMPLY

STUDENT DOES NOT COMPLY

Ask another staff member (preferably office staff) to contact the students parent/guardian and say “There has been an incident at school and your child is ok but distressed. We need you to support us by coming up to the school as soon as possible.” (If a parent/guardian is abusive on the phone, stay calm and say “I can hear you’re upset at the moment. Please call me back when you are calm so we can work through this. I am now going to hang up.”

If the student leaves the school or the parent/ guardians are unable to assist, contact the police.

When the student is ready to participate, hold a restorative session. This should happen as soon after the event as possible but not before the child is ready. You may need to wait a day or 2.

Appendix.5.

GRIEVANCE PROCEDURE: PARENTS/CARE GIVERS

At all times during the grievance procedure, all parties are expected to be fair, calm, honest

and respectful.

Resolved Not resolved

Approach the Principal and arrange a

mutually convenient time to discuss

your concern

You will be asked what discussions

you have had with the teacher.

Resolved Not resolved

Contact the Senior Education Officer

to discuss the concern.

(Southern Metropolitan Area)

You will be asked what discussions

you have had with the Principal.

At a mutually convenient time speak with a relevant staff member to discuss your concern.

The Regional Office will contact the

school to discuss the concerns.

Discussion between school and parent/

caregiver re the issue.

Issue Resolved