student engagment & well being policy - Northcote High School

NORTHCOTE HIGH SCHOOL
STUDENT ENGAGMENT & WELL BEING POLICY
November 2011
This policy was produced in consultation with the school community in 2009-2010
It is to be read in conjunction with the “Effective Schools are Engaging Schools” – Student Engagement Policy
Guidelines
1 School profile
Northcote High School is a large vibrant co-educational high school in the Inner north of Melbourne. Established in 1926 and
located on a single campus the school has developed a rich intellectual culture, which manifests itself in a strong record of
student achievement and excellence in school leadership. The school has a current enrolment of approximately 1,380
students including 80 international students.
Northcote High School has a long and proud tradition of innovation and excellence having been nominated as a Navigator
School, one of six advanced Science and Technology Centres and more recent initiatives such as the school’s Year 9 Global
Citizenship Centre that have maintained a strong emphasis on students as active learners.
The school promotes the development of the whole student placing emphasis on personal development, self esteem and
social responsibility. We encourage all our students to participate in our rich co curricula program including international
linkages and to demonstrate courteous, articulate and thoughtful attitudes toward themselves, others and their study. In a
caring environment of respect and achievement; diversity and effort are valued and students, teachers and parents work
together as a community.
2 Whole-school Shared Expectations
Northcote High School recognises that the basis for successful learning is self-esteem and self-responsibility. These are
enhanced by the provision of a positive, safe and supportive school environment. Northcote High School seeks to advocate
and facilitate such an environment, where students can learn and achieve their full potential.
Northcote High School’s vision is to create an environment of respect and achievement where all students can learn and be
confident participants in society,
through
Personal growth
Learning
Achievement
In a caring supportive
community valuing
In a positive environment
valuing
In a culture
valuing
• Respect • Knowledge and Skills • Effort
• Responsibility
• Experimental learning
• Reflection and Self
• Diversity
• Teamwork
Evaluation
• Well being • Communication • Challenges
• Resilience • Community connections • Quality
• Independence • Organisation
• Leadership
The school’s values are based on the Australian Government’s nine values, for Australian schools, which are:
• Care and Compassion:Care for self and others
• Integrity :Act in accordance with principles of moral and ethical conduct, ensure consistency between words and
deeds.
• Doing Your Best: Seek to accomplish something worthy and admirable, try hard, pursue excellence
• Respect: Treat others with consideration and regard, respect another person’s point of view
• Fair Go: Pursue and protect the common good where all people are treated fairly for a just society
• Responsibility: Be accountable for one’s own actions, resolve differences in constructive, non-violent and
peaceful ways, contribute to society and to civic life, take care of the environment
• Freedom: Enjoy all the rights and privileges of Australian citizenship free from unnecessary interference or
control, and stand up for the rights of others
• Understanding, Tolerance and Inclusion: Be aware of others and their cultures, accept diversity within a
democratic society, being included and including others
• Honesty and Trustworthiness: Be honest, sincere and seek the truth

3. Rights and responsibilities
3.1 Guiding principles
• All members of the school community are to be valued and treated with respect.
• Students have a right to work in a secure environment where, without intimidation, bullying or
harassment, they are able to fully develop their talents, interests and ambitions.
• Parents have a right to expect that their children will be educated in a secure environment in which
care, courtesy and respect for the rights of others are encouraged.
• Teachers have a right to expect that they will be able to teach in an orderly and cooperative
environment.
• Parents have an obligation to support the school in its efforts to maintain a positive teaching and
learning environment.
• Principals and staff have an obligation to fairly and consistently implement all aspects of the policy
3.2 Equal Opportunity Act 2005
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).
3.3 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. The charter affirms that all people are born free
and equal in dignity and rights. While the charter 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
Act identifies the right not to be discriminated against; the right to privacy and reputation; the right to freedom of
thought, conscience, religion and belief; and Cultural Rights
It is important to understand that with human rights comes a responsibility to respect other human rights.
3.4 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.
3.5 Bullying and harassment
What is it?
Harassment is any verbal, physical or sexual conduct (including gestures) which is uninvited, unwelcome or
offensive to a person.
Bullying is repeated oppression, physical or psychological, of a less powerful person by a more powerful person
or group.
Cyberbullying is a form of bullying which is carried out through an internet service such as email, chat room,
discussion group, online social networking, instant messaging or web pages. It can also include bullying through
mobile phone technologies such as SMS. It may involve text or images (photos, drawings)
Examples of cyberbullying behaviour are:
• teasing and being made fun of
• spreading of rumours online
• sending unwanted messages
• defamation.
Northcote High School has a policy that deals directly with bullying and harrassment

3.6. Rights and Responsibilities of Students at Northcote High School
Rights
All students at Northcote High School have
the following rights
• To enjoy a safe, healthy and nondiscriminatory
environment.
• To be treated and respected as people
engaged in a significant enterprise, by all
members of the school community.
• To receive opportunities for personal and
career development.
• To receive guidance and support from
teachers in their studies.
• To be kept informed of their educational
progress.
Responsibilities
All students at Northcote High School
have the following responsibilities
• To be courteous to all members of staff,
to each other and to visitors to the
school.
• To cooperate in the development and
maintenance of a safe learning
environment free of physical, sexual,
racial, cultural or religious harassment
or violence.
• To comply with requirements of the
school in all matters regarding
attendance, uniform and assessment
practices.
• To respect their own property, the
property of others and the school.
• To respect the educational opportunities
of other students at all times.
• To respect the safety and rights of other
students and the broader community in
all actions.
The school regards this code as
applying to all students at (or near) the
School or any event, whether officially
"present for the day" or not, and on their
way to and from school, and during all
hours while on school premises
(including holidays and evenings).
3.7. Rights and Responsibilities of Parents/carers
Rights
• parents/carers have a right to expect that
their children will be educated in a secure
environment in which care, courtesy and
respect for the rights of others are
encouraged
Responsibilities
Parents/carers have a responsibility to:
• promote positive educational outcomes
for their children by taking an active
interest in their child’s educational
progress and by modeling positive
behaviours.
• Ensure their child’s regular attendance
• Engage in regular and constructive
communication with school staff regarding
their child’s learning.
• support the school in maintaining a safe
and respectful learning environment for all
students.

3.8. Rights and Responsibilities of Teachers
Rights
Teachers have a right to
• expect that they will be able to teach in an
orderly and cooperative environment
• be informed, within Privacy requirements,
about matters relating to students that will
affect the teaching and learning program for
that student
Responsibilities
Teachers have a responsibility to
• fairly, reasonably and consistently,
implement the wellbeing and engagement
policy.
• Know how students learn and how to
teach them effectively.
• Know the content they teach.
• Know their students.
• Plan and assess for effective learning.
• Create and maintain safe and challenging
learning environments.
• Use a range of teaching strategies and
resources to engage students in effective
learning.
3.9. Schools – principals, teachers and school staff
Schools have a responsibility to provide an educational environment that ensures that all students are valued and
cared for, feel they are part of the school, and can engage effectively in their learning and experience success.
School expectations include:
• inclusive teaching practices
• accessible educational provision for all students
• parent/carer partnerships and liaison
• community partnerships which engage families and the community in ways that support student
achievement and success
• provision of appropriate student services
• development and provision of appropriate, relevant and challenging curriculum that gives students the
opportunity to experience success in their learning.
4. Choice Theory and Restorative Practices
Northcote High School is committed to the use of Choice theory and restorative practices with students.
Restorative Practices:
• are underpinned by student learning and facilitate an environment of safety, trust and connectedness
promote awareness of others, responsibility and empathy
• involve direct and voluntary participation of those affected by misconduct in its resolution
• promote relationship management rather than behaviour management
• separate the deed from the doer
• are systematic, not situational
• are concerned with establishing or re-establishing social equality in relationships; that is, relationships in
which each person’s rights to equal dignity, concern and respect are satisfied.
5. School actions and consequences (for most matters, including bullying)
Student engagement, regular attendance and positive behaviours will be supported through relationship based
whole-school and classroom practices, including:
• establishing predictable, fair and democratic classrooms and school environments
• ensuring student participation in the development of classroom and wholeschool expectations
• providing personalised learning programs where appropriate for individual students
• consistently acknowledging all students
• empowering students by creating multiple opportunities for them to take responsibility and be involved in
decision-making
• providing physical environments conducive to positive behaviours and effective engagement in learning
Inappropriate behaviours, including anti social and disruptive behaviours, irregular attendance, will be

esponded to through a staged response, including:
• understanding the student’s background and needs
• ensuring a clear understanding of expectations
• providing consistent school and classroom environments
• scaffolding the student’s learning program.
Broader support strategies will include:
• involving and supporting the parents/carers,
• involving the student wellbeing coordinator, managed individual pathways or careers coordinators
• mentoring and/or counselling
• convening student support group meetings
• where appropriate developing individualised learning plans
• providing access to other educational programs
• involving community support agencies.
6. Discipline procedures
School consequences which may be used prior to or instead of suspension include:
• Consultation with Teacher
• Withdrawal of privileges (eg attending camp or excursions)
• Withdrawal from class if a student’s behaviour significantly interferes with the rights of other students to
learn.
• Contract developed and signed
• Referral to Student Wellbeing Team
• Environmental service within the school
• Payment for damages
• Detention - teachers may require a student to finish school work that has not been completed in the regular
classroom or to undertake additional or new work or duties at a reasonable time and place. Up to half the time
allocated for any recess or lunch may be used for this work.
Where students are required to undertake school work after school, the time will be a maximum of forty-five
minutes. The Principal or Year Level Program Leader (YLPL) will ensure that parents/carers are informed at
least the day before an after school detention.
• Convening of a support group.
7. School Rules
GENERAL BEHAVIOUR
It is expected that the students of this school will always behave in a polite manner towards each other, the
staff and the general public. Students should remember that they are representatives of Northcote High
School and, as such, should behave correctly at school, coming to school and going home. When students are
using the road crossing at the front of the school, they must obey traffic signals and the instructions of the
Crossing Supervisors.
CLASSROOM BEHAVIOUR
The four rules for all classes are that students are required to:
(a) Be on time
(c) Follow given instructions
(b) Be prepared for work
(d) Respect right and property of others
BEHAVIOUIR ON PUBLIC TRANSPORT
Students must show consideration for the public and behave sensibly on trams, trains and buses. Students
must line up quietly and wait for trams to stop before moving to board. There must be no running, pushing or
foolish behaviour. Students must move right inside passenger compartments and not block the doorways.
Bad language should not be used at any time and especially not on public transport.

BEHAVIOUR ON EXCURSIONS
Students must obey all instructions of teachers while attending excursions. As representatives of the school,
the very highest standards of behaviour are expected. The must be no running, pushing or loud talk and the
public must be treated with courtesy. Senior students on unaccompanied excursions must behave sensibly,
speak politely and present themselves and the school in the best possible light.
CARE OF PROPERTY
Students should take pride in the school. It is the responsibility of each student to take care of the buildings,
its furniture, garden areas and lockers and students should, at all times, show respect for the property of
others.
AREAS OUT OF BOUNDS
(a) Merri Creek.
(b) The extreme boarders of the Merri Park (treed areas) and Sumner Avenue, including the council toilet
block and the area of the baseball Clubrooms.
(c) The front of the school and the car parks. When students are moving to and from classes in the Arts
Centre, students must stay away from cars. The tram stop is out of bounds except when students are waiting
to catch a tram.
(d) Staffrooms and the hall (unless accompanied by a teacher).
(e) The playground area in merri Park. The equipment is designed for children of junior primary school age.
GENERAL RULES
• Spirit –based marker pens, white0out, laser pointer and glass bottles may not be brought in the school.
• Jewellery and make-up should be unobtrusive.
• Jewellery should not be worn in Physical Education, Sport and practical classes.
• The chewing of gum is not permitted
• If any staff member requests a student to identify him/herself, the students must promptly supply the
correct name and form.
• Skateboards or roller blades may not be used in the school grounds or buildings
• Students requiring a bag pass or uniform pass must obtain one from the YLPL before school.
• The Student Planner is for recording homework and other school uses only
• Only official Northcote High school caps or hats may be brought to school or worn in the school grounds.
No hat or cap may be worn in the Library or classroom.
• Razor or Razor type scooters must not be brought to school.
• Under no circumstances are students to invite outsiders onto the school property or its environs.
MOVEMENT IN THE BUILDING
Students should keep to the left and avoid running and unnecessary noise. Students are required to line up
quietly while awaiting the teacher’s arrival, avoid blocking the corridors and not to be in rooms unless given a
teacher’s permission.
For safety, students are not permitted to sit in narrow corridors.
FIGHTING
Fighting, violence, and the use of abusive language are strictly forbidden. In the event of dispute, under no
circumstances are students ever permitted to invite outsiders to the school. Carrying any type of weapon is
prohibited strictly and is illegal. The throwing of objects in the grounds or classroom is also expressly
forbidden. Students are made aware that the use of foul or bad language is illegal in public. Students must
not use foul or offensive language at any time at school or while coming to and from school.
LEAVING THE SCHOOL OR THE CLASSROOM
No student is to leave the school early without producing a note to obtain permission and signing the Early
Leaver’s Book in the library. A student may only leave the classroom with the teacher’s permission. The
teacher will issue an “Out of Class” pass.
LATENESS
Punctuality is important. Classes commence 9:00am Students must be punctual to all classes. Late comers
to school must sign in at the Library. Students who have been warned about lateness will have parents
contacted, and consequences will result.
ABSENCE
Parents should approve their son or daughter’s absence online through the Compass parent portal, using the
unique log in code and password.

LITTER
Students should endeavour to see that our working environment is clean and tidy. Rubbish should be placed
in bins provided in the yard, corridors and classroom. Students should take a responsible attitude and not
drop litter in Merri Park or in the street near the school.
LOCKERS
Lockers are to be kept tidy and locked. Students are not to go to their lockers during class and should collect
their books and other requirement prior to school, at the conclusion of recess, after lunch and at the end of the
school day. Bags are to be left in lockers. Property should be placed inside lockers or deposited with the
Assistant Principals for safe keeping.
DETENTIONS
Students who break School rules may be detained for up to 45 minutes at the end of the school day.
STUDENT CARS
Student parking is not available within the school grounds. Students driving to school or during the school day
may not carry passengers. P Plate drivers are reminded of laws governing numbers of passengers who may
be carried.
SMOKING
Smoking by students at any level is not permitted in the buildings, grounds or coming to or from school, nor
are they to have possession of cigarettes, matches or lighters.
VISITORS
Visitors and ex-students may not enter the grounds or buildings without obtaining a visitor’s pass from the
General Office.
REFERENCES
Students seeking references may obtain an application from the Principal or General Office. Students must
allow at least two days for the preparation of the reference.
MUSIC PLAYERS AND MOBILE PHONES
Phone, iPods, MP3 and other music players may not be used in the classroom without a teacher’s permission
and must not be used in a manner that disrupts the learning process. The school takes no responsibility for
lost or stolen phones or music players. For safety reasons (eg. Awareness of traffic and trams) students
should not use music players while travelling to and from school. Camera phones must not be used to take
photos of others at school without their permission.
8. Suspension and expulsion
A student may be excluded from school in situations where other measures have been implemented without
success. These include behaving in a manner that constitutes a danger to the physical and emotional health of
any staff member or pupil. A student may also be excluded where an immediate response is the only
appropriate course of action in response to the student’s behaviour.
The following are regarded as serious breaches of school rules that may require suspension or expulsion:
a) Threatening or constituting a danger to the health safety or wellbeing of any person
b) Committing an act of significant violence against a person or cause significant damage to or destruction of
property, knowingly involved in theft of property
c) possessing, using or deliberately assisting another person to use prohibited drugs, alcohol or substances
d) failing to comply with any reasonable and clearly communicated instruction of a principal, teacher or other
member of staff.
e) consistently interfering with the wellbeing, safety or educational opportunities of any other student
f) consistently vilifing, defaming, degrading or humiliating another person