Lake Boga Primary School 3278

Engagement & Wellbeing

6A POLICY

CONTENTS
SECTIONS

Section 1 School Profile Statement 2

Section 2 Whole School Prevention Statement 2

School rules 3

Section 3 Rights and Responsibilities 4

Section 4 Shared Expectations 5

School Goal and School Values 6

Section 5 School Actions and Consequences 7

Prevention and Intervention strategies 7
Suspension and Expulsion information 9

List of APPENDICES 11

Appendix A: List of 10 Positive Behaviour Supports and 10 Vulnerable Learner Supports 12

Appendix B: Bullying Policy 13

Appendix C: School Action Chart 14

Appendix D: 5 R’s sample 15

Appendix C: Summary of relevant acts pertaining to rights and responsibility section 16 & 17
Equal Opportunity, Charter of Human Rights, Disability Discrimination Acts

Acknowledgements 18
SECTION 1: SCHOOL PROFILE STATEMENT
Lake Boga Primary is a small government primary school in Lake Boga; a town of about 700 people situated 14 kms from
the regional centre of Swan Hill and nestled around the lake. Broad acre and irrigation farming surround the town. Our school SFO
index of 0.45 is affected by the range of family occupations from those who work in industry and farming to professionals and
managers. Our student population is relatively stable with around 80 students enrolled each year. We are located in the centre of
town and adjacent to the preschool of whom we are the service provider. Our students transition to our school from our local
preschool and from transient families and most transition on to Swan Hill College for secondary education. We have a modern (May
2010), environmentally sustainable, open plan learning school with large outdoor areas including an oval, 2 playground sets,
outdoor and undercover assembly area, tennis courts, vegetable patch, orchard, chook pen, multipurpose room and outdoor
courtyards. We also have access to the local community centre and gymnasium and provide an Active After School Communities
program. These resources support the provision of a comprehensive and engaging curriculum which aligns with our school vision.

Committed staff demand high expectations of all and encourage partnerships with parents and the community. Our school
population is predominantly mono-cultural. We have access to a shared MARC Van service within the rural cluster of Swan Hill
schools and a Mobile Regional Library van. Our camp program Prep to 6 includes a Year 6 international camp to New Zealand.
Over the past two years the data from our Year 5/6 “Student Attitudes to School Survey” shows a positive trend in ‘School
Connectedness’ and ‘Connectedness to Peers’ demonstrating that our students (of which there is a very similar ratio of males to
females) feel connected to their peers and the school. Student led assemblies, Junior School Council, participation in small schools
extravaganza, eisteddfods, choir and visiting performances build valued leadership skills and provide performing arts opportunities.
Our student group predominantly enjoy and are engaged by outdoor and sporting activities. Active students are happy students.

Student responsibility in all areas is encouraged, acknowledging that learning only occurs in a positive state of wellbeing.
A school chaplain 0.4 EFT and a range of wellbeing programs and frameworks are in place including Kids Matter, Healthy Together
Initiative, eSmart, You Can Do It and Tribes. These frameworks and programs ensure we cater for the whole development of
healthy, happy, motivated and resilient children and provide support for emotional, behavioural and social wellbeing.

SECTION 2: WHOLE SCHOOL PREVENTION STATEMENT

At Lake Boga we value a student centred approach to a seamless, authentic, engaging, personalised education that
ensures students are successful day to day and prepared for their adult lives. School values: respect, collaboration and high
expectation guide and direct our work both in the school, with parents and with the community.

Respect: builds a sense of belonging, identity and connectedness to our school community.

Collaboration: essential for growth and learning. We all learn together and actively participate towards achieving our
goal- to educate and prepare our children for a rapidly changing world, where they can negotiate, share,
conserve, contribute and be resilient and happy in their community.

High Expectation: healthy, whole development of each child through active participation by all teachers, administrators,
students, community members and families is expected. High standards of conduct between students,
staff, parents and community members in our school are expected.

TOGETHER WE CAN! We come together to help one another do what few can do alone! Happy learning, creating, producing
and participating!
SECTION 2: WHOLE SCHOOL PREVENTION STATEMENT- continued

OUR GOAL: To build a positive, inclusive environment that develops children as functioning and successful members of
society and the world. Students who are empowered, well rounded, who love learning and who develop to their potential
with purpose.

SCHOOL RULES: To behave respectfully towards others

To play safely and sensibly at all times
To take care of property and the school environment
To behave in a socially appropriate and courteous manner (no fighting, bullying, teasing,
swearing)

CLASSROOM RULES/NORMS: are created collaboratively with student groups and the teacher. They are written in a
positive way, owned by all, fair and certain and make expected behaviour and the consequences clear in advance.

Our philosophy at Lake Boga Primary School educational hub is that all students can learn and have the right to learn
given time, support and appropriate resources. Learning occurs with dedicated teaching staff who are committed to positive
relationships and the best possible learning outcomes for all students. Learning occurs within a social context in a safe, engaging,
personalised and caring environment. Student engagement and wellbeing are school priorities and everyone’s responsibility; this
acknowledges a team approach where all voices are valued and sought. Programs and strategies are implemented to promote
student engagement, high attendance and positive behaviours.

Our programs ensure opportunities to broaden students’ experience and provide an environment which celebrates
intrinsic motivation, self regulation and respect of achievements. Students are expected to display responsibility for their own
learning and a commitment to improvement including self-discipline and respect for themselves, each other and their environment.
The development of strong interpersonal skills will be rewarded with positive relationships, warmth and friendships. The confidence
and resilience this fosters, will enrich the belief, that each individual is special: a unique and valued member of our school and
wider community, EVERY FACE HAS A PLACE. Programs are guided by AusVELS and have digital technologies embedded with
an emphasis on literacy, numeracy and integrated studies. These studies include learning through studies of the environment,
performing arts and social/emotional learning.

Strategies: An environment rich in ICT resources that support and engage students learning and help them develop a
global knowledge, empathy for cultures and current digital technology skills. This leads to an understanding of personal strengths
and development of thinking skills, empowering the creativity of individuals to problem solve, plan and act appropriately in an ever
changing world.
Frameworks and programs: Our students develop healthy minds and bodies through a balance of active, passive, creative
activities and social, emotional programs. Students achieve success through developing responsibility and cooperation which
allows them to make connections with the broader world.
School organisation: The school is organised into two learning communities, Prep-2 and 3-6, within these there are Year
levels groupings each with a home teacher as a significant adult and contact person for parents. Open learning spaces and glassed
break out rooms provide flexible learning spaces and allow flexible student groupings to ensure engaging, differentiated learning.
Our timetable maximises productive learning time in the morning with a dedicated 2hr literacy block and 1 & 1/2 hour numeracy
block. Our school utilises a consistent management plan for all students underpinned by restorative practices and a Kids Matter
approach.
Staff coaching, the employment of a Chaplain 0.4, strategic planning by a leadership team, education support officers and
community health professionals are available resources to support and ensure student wellbeing and engagement. Student support
group meetings, learning and behaviour plans, lunchtime activities and social/behavioural programs, breakfast provision as
required, home group teachers support students’ academic and social/emotional/behavioural progress.
A Wellbeing team leads a consistent approach to student engagement and wellbeing which is most likely achieved with
strong, supportive home/school relationships.
Section 3: RIGHTS AND RESPONSIBILITIES
RIGHTS

STUDENTS
PARENTS *to be and feel safe
STAFF *to be treated with respect and dignity in a fair and equitable manner
COMMUNITY *to fully participate and learn in an educational environment that is supportive, inclusive and without interference, intimidation, harassment, bullying,
All members of our school community cyberbullying or disruption
have the right:

These principles are aligned with the relevant pieces of legislation including the Equal Opportunity Act 1995, The Charter of Human Rights and Responsibilities Act 2006, The Disability Standards for
Education 2005. (See appendices for further detail)

For rights to be honoured we all need to take responsibility:

RESPONSIBILITIES

STUDENTS *To stay within the designated areas within the school grounds
*To obey school rules and follow teacher instructions
*To punctually attend class regularly and be organised and prepared to learn and not interfere with the learning of others
*To treat others with respect and resolve differences through restorative practices and not conflict
*To take care of personal, school and others property and environment
*To play safely and sensibly and not engage in anti-social behaviour(fighting, teasing, swearing, put downs)

STAFF *To display mutual respect and courtesy to other staff, parents, students and community members
*To be punctual and prepared and meet professional accountability requirements
*To continue to learn and improve professional and instructional practice
*To engage students, families and community effectively and build positive relationships that enable success
*To collaboratively establish and consistently apply behavioural expectations and consequences that promote positive behaviours and provide positive
reinforcement
*To provide an educational environment that ensures all students are valued, cared for, feel they belong and can effectively engage in their learning and
experience success
PARENTS/FAMILIES/COMMUNITY *To treat all members of the school community with respect and courtesy
*To support staff in their maintenance of a safe, secure and productive teaching and learning environment.
*To ensure their child is punctual, attends regularly, in school uniform, with a healthy lunch and snack and well rested and fed to maximise learning.
*To raise concerns promptly, respect privacy and confidentiality of all parties, value other points of view and work towards an outcome acceptable to all
parties
SECTION 4: SHARED EXPECTATIONS
At Lake Boga Primary School we expect to provide an educational environment that ensures all students are valued and cared for, engaged effectively in their learning and can experience success.

Expectations: All members of our school community are expected to be polite, courteous and well mannered

Students Take responsibility for their own learning

Participate in the school community
Set goals and achieve them
Fully participate and attend the school program
Display positive, safe, inclusive behaviours that demonstrate respect for self, peers, teachers and members of the school community and the rights of others
Staff Know and model the school values
Provide a highly predictable environment that allows students to understand what is expected of them and of each other
Build positive relationships and collaboration
Value diversity- address and celebrate it, seek a range of points of view
Focus on positive pro-social behaviours
Build parent/carer and community partnerships and liaison
Provide appropriate student services

Teachers Demonstrate inclusive teaching practices: value student contributions, embrace contemporary teaching practices, embrace differences in thinking, scaffold and
support students
Develop a culture where it is acceptable for students to value and learn from errors
Make learning accessible through educational provision featuring differentiation for all students.
Develop and provide appropriate, relevant and challenging curriculum that gives students the opportunity to experience success in their learning

Parents/families/Community Promote positive educational outcomes for their children

Take an active interest in their child’s educational progress
Collaborate with the school through regular communication
Support the maintenance of a safe and respectful learning environment for all students
Ensure their child attends school regularly and notify the school of absences
Trust school staff professional judgement and have a collaborative approach to problem solving

Diversity in the school community:

Lake Boga Primary school aims to address diversity through maintaining a highly skilled, motivated and energetic workforce who meets the needs of our school community. We invest in
professional development both within the school and from external sources and networks. We embrace new technologies, curriculum initiatives and educational philosophies. Our Staff Leadership
group, Student Leadership and School Council consider and respect the diversity of perspectives and opinions. We value our staff, parents and students working in teams to create more effective work,
increase participation levels and increase our capacity to solve problems. School values are the core of Shared Expectations.
RESPECT: demonstrated by
Students *Acknowledging people as individuals
*Treating people in a polite and friendly manner
*Listening to and having consideration for others
*Appreciating differences in themselves and others
*Caring for their own and other’s property and for the school environment
Staff *Valuing each other as professionals, individuals and team members
*Responding appropriately to individual needs and differences
*Treating others fairly and consistently
*Recognising that positive relationships are vital and essential for student and school success
*Modelling and teaching respectful behaviours
Parents & School Community *Seeking to understand and support decisions made by the school
*Communicating with the school through appropriate process and in a positive manner
*Being open to varied points of view
*Being positive ambassadors and representatives for our school
*Modelling and teaching respectful behaviours

COLLABORATION: demonstrated by
Students *Being willing to take on tasks and see them through to completion
*Forming positive relationships that enhance learning and cooperation
*Developing partnerships with people who enrich their educational journey
*Working in a variety of groupings and providing support for others
Staff *Taking on a range of tasks and roles and seeing them through
*Interacting positively and building positive relationships with students, colleagues and the community
*Providing a challenging, progressive and supportive curriculum
*Supporting all students to experience success
*Supporting children to be organised and develop independence
Parents/School Community *Forming positive partnerships with the school
*Supporting children’s learning tasks in school and at home
*Recognising that learning occurs at home, school, and globally
*Keeping informed of what is happening within the school- reading the newsletter

HIGH EXPECTATION: demonstrated by

Students *Appropriate behaviour within school and classroom norms
*Support of others
*Application to learning and high levels of attendance
Staff *Meet accountability measures, perform to teaching standards
*Meet deadlines
*Display high levels of professional behaviour
Parents/School Community *Provide constructive feedback and inform school of absences and home events, interests that impact school learning success
*Participate in school community events and in school learning and activities
Section 5: SCHOOL RESPONSE, SUPPORT AND CONSEQUENCES

Student engagement, regular attendance and appropriate behaviours are encouraged though the implementation of whole-school preventative strategies supported by targeted and
individualised support when required. Consistent and fair practices are developed and in place through policy, consultative approach, staff team approach, feedback from students and
parents. Each behavioural situation that requires support will be processed individually and student behaviour records, severity of incident, student intent, level of aggression, number
of situations involved in and developmental level of each student will be taken into account. Aggressive, physical behaviours are not tolerated and will result in parent/student meetings
and may result.in suspension depending on severity.

The following protective factors support student engagement:

Positive behaviour support
Clear, fair and consistent rules and behavioural expectations
Understanding of individual student needs
Accessible staff support
Positive and supportive parent, teacher and peer relationships
Feeling safe and valued at school
Reasonable and consistent consequences
Academic success

Continuum of support for student well-being and behaviour:

STAGE ONE: WHOLE SCHOOL PRIMARY PREVENTION -focus on all students and staff across all settings 100% of student cohort

STAGE TWO: TARGETED EARLY INTERVENTION -focus on responses to problem behaviour in order to aim to reduce it 20% of student cohort

-focus on the complexity of individual behaviour resistant to primary and

STAGE THREE: INTENSIVE INTERVENTION secondary prevention efforts 5% of student cohort
 Within the classroom Across the School Health and Wellbeing Attendance

*fair, democratic classrooms and school environments *understanding the student *Use of support *electronic rolls marked by 9:30 (or a hard copy
established collaboratively from the beginning of the *consistent school and classroom environments personnel for programs. done and sent to office if this is not possible)
STAGE ONE: school year- student voice, rules and norms *school values and rules are modelled by all members of the Eg Chaplain and *a culture of “punctuality” and
*classroom expectations and routines are taught and school community-including a duty to remind others when this Wellbeing Coordinator “It’s not ok to be away “ is
encouraged is not evident and team modelled and explicitly taught
WHOLE SCHOOL *active supervision and instruction by teachers *Whole school involvement with wellbeing initiatives - lunchtime programs *Benefits of regular and timely
*ratio of positive feedback to negative 3:1 *School data collection and analysis utilised by staff to inform *Provide breakfast, school attendance is conveyed to
PRIMARY *consistently acknowledging all students planning to match instruction to individual student needs lunch and fruit as students and the community via
PREVENTION *redirections for minor infrequent behaviour errors *Team planning for staff members to ensure consistency in required the newsletter
STRATEGIES *empowering student by creating multiple opportunities learning and wellbeing approaches in classrooms *Monitoring of *Promote positive attendance through
for them to take responsibility and be involved in decision *School Policies playground (safe play Attendance Certificates and weekly awards
making *Use of restorative practices- student ownership of own data) *Displayed on attendance data on
*ensuring classroom space is conducive to positive behaviours and emotions- ‘naming it’ Semester
behaviours and effective engagement in learning *Record of incidences, consequences and parent contact *Attendance is monitored daily
*providing personalised learning programs where *Parents contacted by class or duty teacher and followed up by the Class teacher
appropriate for individual students
*commitment to restorative practices *team sharing of data and professional discussions to *Involving community *immediate follow up of individual student
STAGE TWO: *Use of behaviour supports and supports for vulnerable brainstorm support for students experiencing difficulties with support agencies absence and/or lateness
learners learning and parent contact *Working with parents to *individual student attendance goal setting and
*staff consultation with a support person from the *Individual learning Plans provide support data driven improvement plans
TARGETED Principal Class and/or Student Wellbeing staff *Inclusion in support programs like Reading Recovery /assistance *parent and/or agency involvement
*Student Support Group meetings and Individual plans *Individual behaviour plan- this may include alternative play *Home visits/phone calls *use of technology such as SMS messages to
EARLY *tracking of social, emotional and behavioural success time, play in a different setting, direction to a lunchtime *removal of privileges, parents
INTERVENTION and planning and record keeping program, designated play setting and safe play communication time out during recess
STRATEGIES book or flexible attendance plan breaks, re-location
*secondary consultations with Professionals (paediatrician, within the school
speech therapist etc) and SSSO staff (psychologist, social *Individual plan targeting
worker) needs
*mentoring/counselling and/or referrals to Community Support
organisations
This stage represents an intensity of *Contact with support staff Chaplain and support *monitored and collaborated with parents and
strategies listed in the Early Intervention Column an *Contact with the region staff and agencies to support services
STAGE THREE: *Individual Modified Attendance Plan and/or *Contact with School Council president work with parents,
*Individual Modified Education Plan *Regular meetings with parents after infringements prior to re- teachers and students
INTENSIVE *Parent contact: sent home if required due to unsafe establishment in classroom
INTERVENTION behaviour *In school suspension
For approx. 5% of *As a last resort: suspension or expulsion.
students whose
behaviour places
them at high risk of
disconnecting from
school and previous
interventions have
been unsuccessful.
SUSPENSION AND EXPLUSION INFORMATION

When considering suspension or expulsion, schools are required to follow the procedures listed in section 4.3 of the DEECD guidelines published in “Effective Schools are Engaging -School Student
Engagement
Policy Guidelines”. Appendices 12-18 of the guidelines provide flowcharts and proformas for use in suspension and expulsion procedures.

A student may only be excluded from school in situations where all other measures have been implemented without success or where an immediate suspension is the only appropriate course of action
in response to the student’s behaviour, where all other options have been exhausted or where the wellbeing or safety of another student is at risk.

Key changes to this area include:

Maximum consecutive suspension is 5 days
Maximum period of suspension in one year is 15 days
Student support Group must be held before a student is suspended (except in a case of immediate suspension)
School must provide appropriate and meaningful schoolwork for period of suspension
Copy of the Procedures for Suspension brochure must be provided to the student and their parent/carer and school council president
Regional Director must be informed if expulsion is being considered and their nominee attends a Support Group meeting to discuss expulsion.
LIST OF APPENDICES:

A. List of 10 Positive Behaviour Supports and 11 Vulnerable Learner Supports

B. Bullying Policy

C. School Action Chart- Consequence Examples

D. 5 R’s sample

E. Summary of relevant acts pertaining to rights and responsibilities

Equal Opportunity, Charter of Human Rights, Disability Discrimination Acts
Relevant Legislation-website listing
APPENDIX A

10 POSITIVE BEHAVIOUR SUPPORTS FOR ALL LEARNERS Reference: Loretta Giorcelli

2009

1. Creation of an Ethical code (all students have a right to learn in their own way) modifications such as music, squeeze
balls can be used)
2. A ratio of 3:1 positive to negative feedback
3. Softer and closer (an approach to managing students where teachers will talk quietly and get within arm’s distance to
correct behaviour rather than yell)
4. Broken record (an approach for managing students where the same instruction is repeated until the task or behaviour
is performed)
5. Recognition of compliance (eg: ‘what a friendly voice you used’-the response differs from empty/general praise)
6. Use of global phrases (eg “in this school we don’t swear)
7. Working for a group reward
8. Naming behaviour (eg bullying)
9. Managing change (situation rule) prepare the child for the situation and the situation for the child
10. Reinforcing positive behaviour with home.

11 POINT PLAN FOR VUNERABLE LEARNERS IN SCHOOL

1. Structure
2. Removal or application of stimulation
3. Student consultation (using students to set the engagement tool-giving students a choice of 3 strategies)
4. Partnership with parents and other persons
5. Medication (if prescribed)
6. Use of a mentor/buddy
7. Professional development for staff
8. Use of “wrap-around” techniques (in SSG meeting)
- no blame, no shame
-no past baggage
-futures orientated
-solution driven
9. Use of self-regulation mantras and music eg: where am I now, where I should be, What am I doing, what should I be
doing (REF: “Talk to yourself-Geoff Wragg ACER)
10. Use of consistent positive behaviour strategies
11. Team teaching approach to problem solve and plan
APPENDIX B

Lake Boga Primary School 3278

Discipline
6B POLICY

Definition:
A person is bullied when they are exposed regularly and over time to negative actions on the part of one or more persons. Bullies are people who
deliberately set out to intimidate, exclude, threaten and or hurt others repeatedly. They can operate alone or as a group.
Rationale:
Lake Boga Primary school is committed to providing a positive, inclusive culture and environment where bullying is unacceptable, and in so
doing, all will have the right of respect from others, the right to learn or to teach, and a right to feel safe and secure in the school environment.
Aims:
 To reinforce within the school community that no form of bullying is acceptable.
 Everyone within the school community to be alert to signs and evidence of bullying and to have a responsibility to report it to staff whether
as observer or victim.
 To ensure that all reported incidents of bullying are followed up and that support is given to both victim and perpetrator.
 To seek parental and peer-group support and co-operation at all times.
Implementation:
 Parents, teachers and community will be made aware of the school’s position on bullying through a range of forums such as the
School Newsletter and Assemblies.
 The school will continue with existing structures and introduce others as seen to be appropriate and aligned with the
Student Engagement and Wellbeing policy.

A. Primary Prevention:
 Use of restorative practices to develop resilience, conflict resolution, assertiveness and problem solving
 Provision of programs that promote resilience, life skills and protective factors-‘You Can Do It Education’ and ‘Tribes’ m programs
implemented across the school.
 Attitudinal survey to be administered and analysed annually and used to inform a proactive approach
 Chaplain anti bullying and social skill programs
 Staff and students to promote the philosophy of ‘No Put Downs’ and bully free zone.
B. Early Intervention:
 Regularly remind and promote the need for students to identify and report bullying incidents experienced or witnessed.
 Parents encouraged to contact school if they become aware of a problem.
C. Intervention:
 Those identified through Bullying Survey will be counselled.
 Once identified; bully, victim and witnesses talked with, and all incidents fully investigated and documented.
 Both bully and victim offered counselling and support.
 If bullying is ongoing, parents contacted and consequences implemented consistent with school Student Engagement policy.
 Ongoing monitoring of identified bullies.
D. Post Violation: Consequences may involve:
-exclusion from class, exclusion from yard
-school suspension
-withdrawal of privileges
-ongoing counselling from appropriate agency for both victim and bully
Evaluation: This policy will be reviewed as part of the school’s three year review cycle. Reference:
APPENDIX C:

SCHOOL ACTION CHART: This chart is a guideline. Each incident is discussed and
personalised by the context of the situation through a team approach using this policy to
build consistent responses.

Behaviour Continuum Behaviour Examples Consequence

Anti-social- day to day Put downs 5 R’s classroom developed
Swearing Classroom rules
incidents Defiance of instructions School rules
Not telling the truth Working agreements
Parent contact by class teacher
where appropriate
Restorative practice explicitly taught
at point of need
Kids Matter school culture
Bullying Ongoing put downs
Peer group ongoing put Chaplain program
downs/exclusion Parent contact by class teacher
Verbal, social exclusion Regular home communication diary
Embarrassing contact
Physical Aggression Pushing Yard duties at recess/lunch
Slapping Internal suspension
Kicking Behaviour plan as needed
Biting
Shoving
Pinching
Extreme physical Intentional: Parent, Principal and team meetings
Punching Police Mediator intervention
violence- Hitting Chaplain programs
Kneeing Student/ teacher/parent behaviour
Slapping plan
Suspension- internal/external
Expulsion
APPENDIX D: Yr 3-6 2014 Collaboratively agreed 5 R’s

The 5 R’s

eminder
R ← Class rules and
agreements

evisit
R ← Name on

efocus
R ← Stay in for 5
minutes

econsider
R ← Crazy Cash taken
off you

ethink
R ← Yard work and
parents contacted
APPENDIX E:
SUMMARY OF THE RELEVANT ACTS PERTAINING TO RIGHTS AND RESPONSIBILITY
SECTION

Equal Opportunity
The Equal Opportunity Act 1995 sets out the types or grounds of discrimination that are unlawful and aims to promote community recognition
and acceptance of the equality of men and women, and the equality of people of all races, regardless of their religious or political convictions,
their impairments or their age. Under the Act it is unlawful to discriminate against a person on the basis of the following attributes:
 Age
 Breastfeeding
 Gender identity
 Impairment
 Industrial activity
 Lawful sexual activity
 Marital status
 Parental status or status as carer
 Physical features
 Political belief or activity
 Pregnancy
 Race
 Religious belief or activity
 Sex
 Sexual orientation
 Personal association(with a person who is identified by reference to any of the above attributes)

The Charter of Human Rights and Responsibilities Act 2006

The Charter sets out a list of 20 rights that reflect the following four basic principles:
Freedom Respect Equality Dignity
The charter outlines a vision of human rights for all Victorians and affirms that all people are born free and equal in dignity and rights. While the
charger demands equality for all, it also emphasises the value of difference. The charter requires public authorities including government schools
and their employees, to act compatibly with human rights and to consider human rights when making decisions and delivering services.
 The right not to be discriminated against
 The right to privacy and reputation
 The right to freedom of thought, conscience, religion and belief Cultural Rights
It is important to understand that with human rights comes a responsibility to respect other human rights. All DEECD employees must act
compatibly with the Charter and give proper consideration to human rights when making decisions. Everyone should:
 Encourage compliance with the Charter
 Support others to act compatibly with the Charter
 Respect and promote human rights
Part of the monitoring of Human Rights will be to complete the Charter Compliance Checklist on the School Compliance website.
Students with disabilities
The Disability Standards for Education 2005 clarify and make more explicit the obligations on schools and the rights of students under
the Disability Discrimination Act 1992. The standards cover enrolment, participation, curriculum development, student support services, and
harassment and victimisation. An education provider must make ‘reasonable adjustments to accommodate a student with disability.
An adjustment is a measure or action taken to assist a student with disability to participate in education and training on the same basis as other
students. An adjustment is reasonable if it does this while taking into account the student’s learning needs and balancing the interests of all
parties affected, including those for the student with the disability, the education provider, staff and other students. In determining whether an
adjustment is reasonable, an education provider should take into account information about
 The nature of the student’s disability
 His or her preferred adjustment
 Any adjustments that have been provided previously
 Any recommended or alternative adjustments

This information might come from the student, an associate of the student, independent experts, or a combination of these people. An
education provider should ensure that the student, or an associate of the student, has timely information about the processes for determining
whether the proposed adjustment would cause unjustifiable hardship to the provider. The provider should also ensure that these processes
maintain the dignity, respect, privacy and confidentiality of the student and the associates of the student, consistent with the rights of the rest of
the community.
The provider may consider all likely costs and benefits, both direct and indirect, for the provider, the student and any associates of the student,
and any other persons in the learning or wider community, including:
 Costs associated with additional staffing, providing special resources or modifying the curriculum
 Costs resulting from the student’s participation in the learning environment, including any adverse impact on learning and social
outcome for the student, other students and teachers
 Benefits of the student’s participation in the learning environment, including positive learning and social outcomes for the student,
other students and teachers
 Any financial incentives, such as subsidies or grants, available to the provider if the student participates.

The Disability Discrimination Act and the Education Standards do not require changes to be made if this would impose unjustifiable
hardship to a person or organisation.

Summary of Acts provided by VSPA draft Student Engagement and Well Being Policy guidelines.
Further information can be found at:
Charter of Human Rights: www.education.vic.gov.au/healthwellbeing/safety/bullying/default.htm
Equal Opportunity Act: www.det.vic.gov.au/hrweb/divequity/eeoact.htm
Education and Training Reform Act: www. education.vic.gov.au/about/directions/reviewleg.htm
VIT Teacher Code of Conduct www.vit.vic.edu.au/files/documents/1543 Code-of-conduct-June-2008-pdf
Engaging Schools are Effective Schools www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/sepolicy.pdf
Disability Standards for Education www.education.vic.gov/healthwellbeing/wellbeing/disability/handbook/legislation.htm
School Accountability and Improvement www.education.vic.gov.au/management/schoolimprovement/accountability/default.htm

This policy was last ratified by School Council in.... June 2014