Welfare & Discipline Policy

Reviewed February 2008

The Student Welfare Policy of Urunga Public School provides the programs, structures and support to ensure that all students achieve high standards of self-discipline, personal conduct and social responsibility.

Introduction

Student Welfare encompasses everything the school community does to meet the needs of their students and to enhance their happiness and safety. It is reflected in the way we demonstrate care, ensure safety and provide opportunities for success and recognition of each student. The Student Welfare policy, procedures and programs of this school stress the value of prevention and early intervention.

Student welfare at Urunga Public School will:

· create a safe, caring school environment in which students are nurtured as they learn.

· include effective discipline and behaviour management strategies.

· include preventative health and social skills programs.

· stress the value of collaborative early intervention when problems are identified.

· provide ongoing educational services to support students.

· recognise the diversity within the school community and provides programs and support which acknowledge difference and promote harmony.

· recognise the role that the school plays as a resource to link families with community support services.

· provide opportunities for students to enjoy success, make a contribution to the life of the school and derive enjoyment from their learning.

Statement of Principles

The policy is based on the values and beliefs of the school community.

SCHOOL VALUES

Our school and its community are guided by values which:

· promote self–worth and self-esteem in all students;

· respect honesty, equality and the rights of others;

· develop social skills based on cooperation, responsibility and teamwork;

· foster a desire to learn and

· recognise individual responsibilities for the environment.

LEARNING PLATFORM:

Our school and its community believe that quality teaching and learning will be most effective when:

An understanding of the learning process is embedded in quality teaching practice.

Students are motivated to learn through experiences which are relevant, practical and offer a high level of engagement.

Students are encouraged to achieve their personal best as learners and their success is celebrated.

Students are challenged and extended in a supportive and caring environment.

The teaching and learning process reflects the continual assessment of student learning.

Student reflection and meaningful dialogue is promoted in focussed, positive classrooms.

Students are valued and respected as individuals, with positive relationships based on mutual respect and trust fostered in the school community.

Our Student Welfare policy aims to promote effective learning and improve the quality of school life for our students in the following focus areas:

- Effective learning

- Positive climate and good discipline

- Community Participation

This can only be achieved in partnership with parents and the wider school community.

As the Student Welfare policy is implemented and reviewed the following related policies and practices should be considered:

Aboriginal Education, Anti-Discrimination, Attendance, Child Protection, Critical Incidents, Curriculum, Discipline, Drug Education, Enrolment, Gender Equity, Health related issues, Supervision and Safety, Road Safety, Special Provisions, (Integration of students with Disabilities and Gifted & Talented), Student Counselling, Student Leadership

CORE RULES FOR STUDENTS IN NSW GOVERNMENT SCHOOLS

Students in NSW government schools are provided with a high quality education so

that they may learn to the best of their ability and become self-disciplined, tolerant,

enterprising and contributing members of the school and community

Core rules for student behaviour have been developed to establish consistent

expectations in all government schools in support of these aims.

These rules are based on our core values of integrity, excellence, respect,

responsibility, cooperation, participation, care, fairness and democracy.

The critical role of parents and care-givers is recognised as the primary influence on

each child’s character and behaviour and as essential partners in supporting the core

rules and the successful education of their children.

These core rules are an integral part of our policy and are reflected throughout.

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THE CORE RULES

All students in NSW government schools are expected to:

• Attend every school day, unless they are legally excused, and be in class on

time and prepared to learn.

• Maintain a neat appearance, including adhering to the requirements of the

school’s uniform or dress code policy.

• Behave safely, considerately and responsibly, including when travelling to and

from school.

• Show respect at all times for teachers, other school staff and helpers,

including following class rules, speaking courteously and cooperating with

instructions and learning activities.

• Treat one another with dignity and respect.

• Care for property belonging to themselves, the school and others.

Behaviour that infringes on the safety of others, such as harassment, bullying and

illegal or anti-social behaviour of any kind, will not be tolerated.

Our Welfare & Discipline Policy has four sections:-

· Our Code of Behaviour and School Rules

· Strategies to promote good discipline and effective learning

· Recognising and reinforcing student achievement

· Strategies for dealing with unacceptable behaviour

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TEACHER RIGHTS AND RESPONSIBILITIES

I HAVE A RIGHT TO EXPECT COURTESY AND RESPECT FROM STUDENTS

It is my responsibility to respect students, to treat them fairly and with dignity. It is my responsibility to be consistent when enforcing rules of conduct and to teach socially responsible behaviour.

I HAVE A RIGHT TO TEACH WITHOUT DISRUPTION

It is my responsibility to provide students with quality teaching programs and to cater for individual student needs, capabilities and aspirations.

I HAVE A RIGHT TO EXPECT COURTESY AND RESPECT FROM PARENTS

It is my responsibility to ensure that communication with parents in regard to their child’s educational progress and behaviour is informative, honest and purposeful.

I HAVE A RIGHT TO EXPECT PARENTS AND THE COMMUNITY TO BE APPRECIATIVE AND SUPPORTIVE OF THE SCHOOL AND MY PROFESSIONAL CONTRIBUTIONS

It is my responsibility to demonstrate quality teaching and to develop my professional abilities. It is my shared responsibility to work in consultation with parents and the community in achieving the school’s purposes.

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STUDENT RIGHTS AND RESPONSIBILITIES

I HAVE A RIGHT TO GO TO SCHOOL AND TO ENJOY SCHOOL

It is my responsibility to follow school rules and behave in an acceptable manner in the classroom, playground, on excursions, at sporting or other activities and while travelling to and from school.

I HAVE A RIGHT TO LEARN

It is my responsibility to listen to and follow instructions, complete tasks to the best of my ability and to not interrupt other students in their learning.

I HAVE A RIGHT TO FEEL HAPPY, SAFE AND SECURE AT SCHOOL

It is my responsibility to play safely, behave sensibly and help and care for others.

I HAVE A RIGHT TO BE RESPECTED AND TO BE TREATED FAIRLY

It is my responsibility to treat other people with respect and fairness.

I HAVE A RIGHT TO KNOW MY BELONGINGS ARE RESPECTED

It is my responsibility to respect and protect other people and their belongings and the property of the school.

I HAVE THE RIGHT TO A PLEASANT AND CLEAN SCHOOL

I have the responsibility to help keep my school pleasant and clean.

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PARENT RIGHTS AND RESPONSIBILITIES

I HAVE A RIGHT TO EXPECT THAT MY CHILD WILL RECEIVE A QUALITY EDUCATION

It is my responsibility to promote the values of education and to ensure my child attends school regularly.

I HAVE A RIGHT TO EXPECT THAT MY CHILD WILL BE HAPPY, SAFE AND SECURE AT SCHOOL

It is my responsibility to develop my child’s understanding and attitudes about socially acceptable behaviour at school and whilst travelling to and from school.

I HAVE A RIGHT TO EXPECT THAT MY CHILD WILL BE TREATED WITH RESPECT, FAIRNESS AND DIGNITY

It is my responsibility to model and teach behaviour that is fair to others and respect others.

I HAVE A RIGHT TO EXPECT THAT THE SCHOOL MEETS THE NEEDS OF THE STUDENTS AND THE COMMUNITY

It is my shared responsibility to work in consultation with teachers and the community in achieving the school’s purposes and to participate in school activities.

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IS THE STUDENT’S RESPONSIBILITY TO:

· Arrive no earlier than 8.50am. If circumstances prevent this I am to be seated between the Kinder room and the Administration area until 8.50am.

· Leave the school grounds promptly at 3.20pm.

· Keep out of the school grounds between 3.20pm and 8.50am.

· Use sport equipment in the morning after 8.50am.

· Only use the fixed equipment at recess and lunchtime.

· Return equipment to the ‘D’ Shed.

· Use equipment correctly and safely.

· Walk on the pathways.

· Remember that the top playground is a ‘No Running Zone’.

· Be punctual at lines for morning assembly.

· Stand quietly in lines.

· Play in safe areas in sight of the teacher, NOT verandas, classrooms, toilets, nature area, library, front of the school, bike shed, equipment shed, canteen, behind the ‘D’ shed or behind classrooms.

· Place litter in the bins provided.

· Stay in the school grounds, during school hours, unless I have written permission to leave.

· Speak politely at all times to teachers or those in authority.

· See the teacher on duty if I have a problem in the playground.

· Use the ramp, not the stairway (except under teacher direction).

· Go straight to bus lines, be seated and wait for the teacher’s instructions.

· Walk my bike to the bus shed, then at the teacher’s instructions, walk my bike to the street corner.

· Stand quietly in one of two lines at the canteen.

· Get permission to retrieve sport equipment outside the school boundaries.

· Play non-tackle games that are safe.

· Protect the safety of others by not throwing objects.

· Speak respectfully to other students.

· Wear my hat.

· Play in a shade area if I don’t have a hat.

· Be seated with my class during 10 minute lunch.

· Play safely on the fixed equipment, waiting for the teacher to give instructions before commencing play. I should follow all fixed equipment rules.

· Not eat on the bottom playground.

· Travel safely on the bus and be obedient to the driver’s requests.

· Protect and respect the property of others and the school.

· Protect the health and well-being of others by not using or possessing illegal drugs, alcohol, tobacco or weapons.

· Complete my work in reasonable time and bring to the classroom the necessary equipment.

· Wear school uniform and fill in a uniform slip if out of uniform.

· Respect the rights of other students to be safe and happy by NOT engaging in violence, discrimination, harassment, bullying or intimidation.

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Rules For Playground Equipment

· Students are not to be lifted onto any part of the equipment.

“If you can’t reach it….you’re not on it!”

· Safe Playing rules apply:

-NO Chasing

-NO Jumping

-NO Pushing

· Entry to playground is only from the main entrance

· Start and finish signs are to be followed on the flying fox and the monkey bars.

· Safe playing behaviour is expected at all times.

· NO TEACHER NO PLAY

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STRATEGIES TO PROMOTE GOOD DISIPLINE

AND

EFFECTIVE LEARNING

TEACHER & PARENT COMMUNITY AGENCY INTEGRATED

RESPONSIBILITIES SUPPORT PROGRAMS/PERSONAL

SKILLS

· Staff attendance at relevant * Primary Health Support

T & D programs/courses. (Speech pathologist, * Teaching of personal

· Development of school Code of physiotherapist, palliative care development programs

· Behaviour including rights and counsellor). including child protection.

responsibilities for teachers * Life Education.

and parents. * Department of Community * Senior PD course Yrs 4-6

· Modelling of consistent, caring Services (DOCS). (Community Nurse).

and controlled behaviour by * Paraquad Society.

parents and teachers. * Spastic Centre of N.S.W. * Development of Student

Parent awareness courses * Northcotte Society. Council.

focusing on students welfare * OT Consultancy.

and the KLA,s. * RSU. * Mediation skills programs.

· Making parents aware of * Preschool – Kinder and Year

community courses. 6 – High School transition.

· Review and endorsement of * Respite Care.

Behaviour Management policy * Scripture.

by staff and parent bodies.

CURRICULUM CLASSROOM BEHAVIOUR SUPPORT PROGRAMS

· Learning Support Team MANAGEMENT STRATEGIES * Reading and language

maintaining consultancy (Narranga Special

across school perspective. * Promotion of positive attitudes to Education Support Centre).

· High standard of learning in KLA’s learning. * Targeted social skills

· Explicit and systematic teaching * Formulation of class rules based on programs.

· Across curriculum perspective – School Code of Behaviour. * Seasons for growth programs.

Aboriginal Education, Road Safety, * Encouraging on-task behaviour by * Individual counselling (School

Gender Equity, Child Protection, moving about the room and Counsellor).

Environmental Education, supervising work. * Behaviour support programs

Multiculturalism, Non – Sexist, * Refocusing and redirecting (ISTB).

Gats Strategies, Life Education. attention when students become * Support for hearing impaired

· High expectations of students. restless or inattentive. (ISTH).

· Profiling development of English * Adapting learning experiences to * STLD support – aboriginal tutor

and maths skills for students. cater for individual needs and programs, speech, IEP’S,

· Use of maths/reading groups abilities. parent assisted integration

reviewed annually. * Giving simple directions. programs.

· Home Reading Program – “100 * Positive reinforcement of good * Inclusive programs for

minute club”. behaviour. students with high support

· Parent participation in teaching * Expecting students to comply with needs.

and learning programs. and follow class/school rules. * TRACS program (thinking,

· Development of individual learning * Regularly commending students reasoning and creative

plans. for complying with class/school strategies).

· Participation in State curriculum rules.

· competitions. * Developing a plan for managing

· Music – band, dance, recorder. behaviour disruptions.

· Visiting performances. * Following up significant behaviour

· School excursions. disruptions through the levels system

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How Our System Works

All students in our school are expected to cooperate with staff and other students and to achieve work to a high standard. As such, everyone is recognised. Our school assumes that at the start of each term everyone will have the right to attend the Gold Day and receive recognition because they cooperate, communicate, participate and tolerate. As such everyone starts at Gold level. Gold means you are an fantatstic student who is contributing positively to school life. If you choose to misbehave or hurt other students you will be excluded from the benefits of being on Gold level. New students automatically start on Gold level and are eligible to attend Gold Day events. If you misbehave seriously or frequently you will be placed on Amber or Red levels. If you present good work and achieve, this will be noted and you may receive a Diamond Award as recognition .

School & Community Service

Community service is an important part of the Urunga Public School experience. Staff will present school & community services awards for a variety of participations in the school and general community. Examples could include:

Anzac Day march, coaching teams, Clean up Australia, Assisting staff around the school, peer support and activities, involvement in community events like, supporting the SRC, Club activities etc.

Diamond Awards

To be eligibe for a Diamond Level students:

· must remain on Gold Level for Terms 1-3;

· will achieve three School & Community service awards;

· demonstrate good behaviour and attitiude at all times;

· must adhere to the school Uniform Policy; and

· have their nomination for a Diamond Award supported by their class teacher or year advisor.

Diamond Award certificates will be presented at a special assembly during Term 4. There will also be a celebration event for Diamond students in Term 4. Examples may include a morning tea, luncheon, or an excursion.

SYSTEM OF DISCIPLINE AT UPS

There are four levels:-

Diamond

Gold

Amber

Red Levels 1, 2 and 3

Once each term there will be an activity time where all children on Gold will attend the Gold Day. Gold Day events are funded by the school.

The Executive/Principal will inform students when they have been placed on a lower level. They will explain the consequences of this. Where appropriate, offender’s names will be recorded and they will be given a warning.

A copy of the notification that a child has dropped a level will be given to the person who reported the incident and the classroom teacher.

Parents will be informed through written notification of the action taken.

The Principal has the power to remove privileges or suspend a student at any level, if necessary.

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GOLD DAYS

RATIONALE

To reward children who consistently follow class and school codes of behaviour.

To support the Discipline Level System.

OUTCOMES FOR STUDENTS

To continue to follow the code of behaviour.

To enjoy the rewards given for following the codes.

To feel positive about doing the right thing.

STRATEGIES AND ROUTINES

Four (4) Gold Days a year

Staff will consult with the SRC to decide on the activities.

Budgets will be allocated for Gold Days. Student Council will have an input into the planning and organisation of Gold Days.

All students who have remained on Gold for the entire term will come uniform free and join in the theme or event for the day.

Any student not attending Gold Day (ie any student who has received Amber, Red, isolation or suspension at all during the term) will receive a letter home advising them about wearing school uniform and routines on the day.

Once a child has completed Amber/Red level, they will remain on Amber level, but will not be eligible for Gold day in that term.

Remember we are looking for improvement of the student’s behaviour. Be as positive as possible with all children, giving them a fair go.

All students must be cautioned and parents notified before any suspension procedure can take place. Executive will monitor this and assume responsibility.

In certain cases suspension will be immediate. Only the Principal or Relieving Principal can make the decision to suspend a student.

THE LEVEL SYSTEM

GOLD LEVEL

All students at Urunga Public School School are expected to maintain high standards of behaviour at all times. All students who enrol at the school will start on Gold level and they will stay on Gold level if they maintain their good behaviour. Gold level indicates that the student is a cooperative tolerant student who works with others and participates in the opportunities provided by the school. Gold is Great!!! Students who have remained on Gold for a whole term will be entitled to attend the Gold Day activities.

All students will start each new term on Gold unless they have unresolved behavioural issues from the previous term.

Other levels will only be used if children do not follow the code of behaviour and make inappropriate choices in decision making.

AMBER LEVEL

Students who are placed on Amber level will not be entitled to attend the term Gold Day. Students can be place on Amber if:

They are placed on detention for two separate incidents within a term

They receive 6 referrals within a term

They are placed on detention and also receive 4 referrals within a term

WHAT WILL HAPPEN TO STUDENTS AT AMBER LEVEL?

A note will be sent home by the discipline co-ordinator to parents letting them know that the student’s behaviour has been unsatisfactory.

A note will be sent to the classroom teacher for their information.

Students will be spoken to by the discipline co-ordinator and/or the Principal and told of the consequences of their behaviour.

Parents will be asked to discuss with students, their behaviour in the classroom and the playground.

A conduct card may be used to monitor behaviour. Students will remain on Amber for the remainder of the term.

Any student on Amber level will automatically miss out on the Gold reward day at the end of the term.

Students will be cautioned and parents notified that repeated offences may lead to Red Levels.

A further detention within a week of being placed on Amber will result in Red level 1

No Gold day for the term

RED LEVELS

There are several Red Levels. A detailed overview is provided towards the end of this policy.

RED LEVEL 1

WHAT WILL HAPPEN TO STUDENTS AT RED LEVEL 1?

Parents will be informed and an interview requested

Loss of play at recess and first lunch for one week

2^nd half lunch on restricted play

A class or playground behaviour book may be implemented

No Gold Day-Return to Amber

No outside venue attendance unless negotiated by the Learning Support Team

One detention within a week back on Amber will result in Red Level 2

WHAT WILL HAPPEN TO STUDENTS AT RED LEVEL 2?

Parents will be informed and an interview requested

Loss of play at recess and all of lunch for one week

A class or playground behaviour book may be implemented

No in school or out of school privileges

No Gold Day-Return to Amber

One detention within a week back on Amber will result in Red Level 2 or 3

WHAT WILL HAPPEN TO STUDENTS AT RED LEVEL 3?

At this level consequences are far more serious and may involve:

In School Suspension

Short Suspension 1-4 days

Long Suspension 5-20 days

At this level there are no in or out of school privileges and a full behaviour monitoring card is to be implemented. Parents are informed and involved in a plan.

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In addition to merits, our levels system incorporates negative consequences for students whose behaviour is unacceptable. These consequences result from breaches of the school rules or School Code of Behaviour. Students drop levels for repeated incidences of misbehaviour and when they demonstrate little or no improvement in attitude. Students move down and up levels in one weekly intervals.

A detailed description of the behaviours and consequences applicable to each level described above is included in the tables in this policy. The tables also indicate personnel involved.

A range of options for managing unacceptable behaviour is used within our behaviour management plan. Some of these strategies are used by teachers at a class level and others are implemented within the levels. Our school adopts the following strategies:

· Reprimand

· Loss of privilege

· Referral

· Detention

· In-class isolation

· Reclassification on levels

· Counselling

· Social skills training

· Restitution

· Individual behaviour plans

· Suspension

The school has clearly defined the types of behaviour that are unacceptable and the consequences. They fall into 3 categories:

· Inappropriate Behaviour (Referral)

· Unacceptable Behaviour (1 Detention)

· Behaviour of a More Serious Nature (2 Detentions)

A detailed list of behaviours is included in this section.

REFERRALS:

To be used by teachers in the playground and at sport, for inappropriate behaviour or minor offences, such as not wearing a hat. Students receive a referral slip from the teacher on duty who passes it on to the class teacher. It may be used as a reference when reporting to parents. It is the class teacher’s responsibility to monitor referrals and to inform parents.

Permanent class teachers are to have their own behaviour monitoring system in the classroom. Casual teachers may issue a referral for inappropriate class behaviour, as a simple means of communicating student behaviour to the teacher in their absence.

2 referrals within 5 consecutive days = 1 detention

4 referrals + 1 detention within term = Amber

6 referrals within a term = Amber

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UNACCEPTABLE BEHAVIOUR/1 DETENTION:

Students on detention will be required to complete a worksheet that focuses on acceptable and appropriate behaviour at school. It will ask students to make judgments about their behaviour in regard to the school rules and School Code of Behaviour. At the end of detention, students will be required to perform school community service under the supervision of the teacher on detention duty:

2 detentions in a school term = Amber

1 detention within a week of being = Placement on Red Level 1 and a letter/phone call to parents

Placed on Amber requesting an interview.

BEHAVIOUR OF A MORE SERIOUS NATURE/2 DETENTIONS:

Students who engage in serious misbehaviour eg. stealing, insolence, refusal, misconduct at social, will be given 2 detentions and a letter will be sent home notifying parents of the offence. A repeated offence of this nature within 2 weeks (i.e. 4 Detentions), will result in automatic placement on Red Level 1.

CLASSROOM STRATEGIES:

Teachers should develop strategies to deal with minor misbehaviour in the classroom as part of their classroom management practices. Detention is to be used for clear breaches of the school rules or the School Code of Behaviour. Detention is not to replace classroom strategies but to support them. It is to be used for serious misbehaviour, continual disobedience or repeated uncooperative behaviour.

At the commencement of the year classes should use the school rules and School Code of Behaviour to formulate a set of class rules. These should be used as a basis for counselling students when they misbehave.

Exit Cards can be used if teacher needs support or child needs removing from regular class activities.

STUDENTS ON RED LEVELS 1 AND 2:

Students on Level 1 will be promoted to Amber after a period of 1 week if they have made an effort to improve their attitude and actions and to follow school rules and the Code of Behaviour. Students who receive a Detention whilst on Level 1 will automatically drop to Level 2. Students who receive a Detention in the week after returning to Amber will be placed on Level 2. Accumulation of detentions for level placement will follow the usual system.

Students on Level 2 will be promoted to Amber after a period of 1 week if there has been a demonstrated effort to improve behaviour. Students will have a full playground and classroom monitoring card for a week after level. Students receiving a Detention within the week on Level 2 will be placed on in school supervision/suspension for a period of 1-4 days depending upon the offence. Students receiving a detention within first week back on Amber will automatically return to Level 2 or placed on level 3.

Students will receive ongoing positive feedback from staff through:

· Regular assessment and reporting procedures (once per term)

· Encouraging comments and non-verbal gestures

· Verbal acknowledgement of effort

· Consistent and caring behaviour

OFF SITE ACTIVITIES

Examples include: Excursions, Sport, School Socials

Sport: Students who are exited from off site sport will receive a Detention. As with an exit from the classroom, parents are to be informed of the misbehaviour using an exit form. Students exited from off site sport are required to remain at school for sport for the next sports afternoon. Appropriate behaviour will allow the student to return to off site sport the following week. Subsequent misbehaviour at school will result in the issuing of an automatic Level 1. Misbehaviour resulting, after a return to off site sport will result in an automatic Level 1 and an inability to return to off site sport activities.

General Excursions: Whilst excursions are planned as an integral component of class curriculum, attendance is a privilege not a right for all students. Students with a history of poor behaviour (i.e. level placement) are only permitted to attend any excursion after negotiation between the class teacher, Stage Supervisor and the Principal.

Overnight Excursions: Students on a level at the time of an overnight excursion, who have been on a level in the term of the excursion, will not be permitted to attend. Teachers should bring behaviour/attendance concerns to their Supervisors as early as possible. Parents will be informed of the school’s concerns and decisions made. Students with a history of poor behaviour are only permitted to attend any excursion after negotiation between the class teacher, Stage Supervisor and the Principal.

Socials: Similar rules apply for socials as those applying to general excursions.

The Principal, in consultation with attending teachers, has the final veto on student attendance at any school activity – on or off site.

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Recognising and Reinforcing

Student Achievement

SCHOOL ACHIEVEMENT AWARDS:

These are awarded to students at whole school assemblies held each fortnight. They are issued by class teachers to students who have pleasing attitudes and behaviour, who have made improvement, or shown effort and achievement in their work. Names are published in the school newsletter.

STUDENT COUNCIL:

The Student Council provides pupils with the opportunity to be involved in decision making within the school and to develop leadership skills. It should be comprised of Captains, Prefects and Representatives from each class. Its role will be decided by the Co-Ordinator of the Student Council and staff. Council responsibilities may include:

· Supervising canteen lines

· Leading morning assemblies

WIN-BINS:

To be issued by teachers in class for behaviour, attitudes or work that is of merit. Each class will be allocated a Canteen Voucher per fortnight. Win Bins will be drawn in class on a minimum 2 week basis (may be varied by the teacher).

SPECIFIC ACTIVITIES AND NOTES

SCHOOL SOCIALS

· Students who are placed on Level 1 during the term may attend at the Principal’s discretion.

· Students who are placed on Level 2 or above may not attend the social for that term.

YEAR 6 FAREWELL

· Students who have a repeated history of Level 1 and poor behaviour or who are placed on Level 2 or above during Term 4 may only attend the Year 6 Farewell at the discretion of the Principal and Learning Support Team in consultation with Year 6 staff.

DETENTIONS

· Where students have a detention on days where they have sporting/team commitments they may attend:-

- if negotiated with the teacher involved

- missed detentions are made up

This does not apply to Lunchtime Sport Competitions.

EXIT LETTERS

· Where a student is asked to leave a classroom to meet with a member of the executive or the Principal an Exit Letter will be sent home to inform parents and will automatically result in a detention.

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NOTE: All behaviours listed in our guidelines are as a guide only and in every case, context, age of the student, special circumstances, any disabilities and other factors will be taken into account.