Behavioural Support Guidelines

Behavioural Intervention, Support and Pastoral Care Guidelines

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CONTENTS Overview

4

Support Structures

28

Aims

5

29

Wellbeing for Learning

6

Mandatory Obligations and Reporting Processes Counselling Referrals

29

Exit Card Approval

30

Multi-Tiered Systems of Support

6

Application of Tiered Interventions

6

School-Wide Positive Behaviour Supports and PBL

8

Exit Card Process

31

Exemption Cards Approval Process

32

SWPBS Matrix

8

Use of Student Notes in SIMON

32

Structure of Student Support at JPC

10

Commendations

33

Role of the Pastoral Care Teachers (Horizons)

12

Responsibilities

12

Use of Morning Homeroom Time

13

Role of the Classroom Teacher Responsibilities and Specific Duties Role of the Student Coordinators Responsibilities

13 13 15 15

Behavioural Intervention and Supports

12

Incident Levels and Expected Response

19

What constitutes Reportable and Level 1 - 4 Incidents?

21

Points System

33

Award Levels

33

Students at Risk (STARS)

35

Support Plans, Safety Plans and Contractual arrangements

35

Wellbeing Flags and Connect Fields

36

JPC5 and Ready to Learn Plans

37

FAQ’s

39

Policies

41

Electronic Device Policy

42

School Attendance

45

Reportable Incidents

21

Response to Ongoing Late

45

Level 1 Incidents

21

Attendance Concerns

46

Level 2 Incidents

22

Level 3 Incidents

23

Wearing Sports Uniform to School

48

Level 4 Incidents

23

Out of Uniform Passes

49

Restorative Conversations

25

Change Sessions

26

Failure to attend Restorative Conversations or Change Session

26

Staff Alert

26

Removal from Class

26

Student Removal Guidelines

26

Follow up procedures for Removal from class

27

Student Alert

JOHN PAUL COLLEGE jpc.vic.edu.au

27

Uniform

Code of Conduct

47

50

SECTION 1

Overview

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Behavioural Intervention, Support and Pastoral Care Guidelines

The following document should be read in conjunction with policies located on the College website accessed via the link https://www.jpc.vic.edu.au/discover-jpc/ policies At John Paul College we strive to provide an inclusive education which values diversity and celebrates difference. Diversity is enacted through a pedagogy of inclusion and a commitment to uphold the rights of all to be welcomed, valued, acknowledged and actively engaged in education. Our learning community is committed to processes that support all students to make optimal progress and respect the rights of all students to learn in a positive and supportive environment. We seek to provide successful participation and to intervene as early as possible when students are not actively engaged in learning. Student behaviour is linked to the quality of the learning experiences. Purposeful, authentic, and relevant learning experiences that are of a sufficiently challenging yet achievable standard maximise positive behaviour.

John Paul College strives to incorporate the principles of Restorative Justice into the behaviour management practices. This approach aims to address the trauma experienced through harmful behaviour, repair the

harm and reintegrate the wrongdoer/s back into the community. Victims are empowered through having their experiences validated and having their needs met.

Wrongdoer/s are able to tell their stories and be given the chance to make amends. The school community can seek ways to ensure that the incident does not occur again.

At John Paul College we align our processes with the MACS Vision for Engagement which highlights the importance of multi-tiered system of supports and values positive behaviour for learning principles.

John Paul College respects the dignity of every person…… is inclusive, compassionate, just and forgiving (Mission Statement.) Staff are adult members of that learning community. When dealing with students whose behaviour requires disciplinary attention, we must always keep in mind that as staff we are always modelling appropriate behaviour. Appropriate behaviour in this context is always rational, self-controlled and respectful. In no circumstances should staff use disciplinary measures that involve physical force or intimidation, nor should the use language which is offensive or demeaning. Protection of all members of the community from harassment of any form is vital.

AIMS Our school is a community that exemplifies the gospel values of love, forgiveness, justice and truth. Our school community recognises that everyone has the right to be respected, to feel safe and be safe and, in turn, our school community acknowledges each member’s own obligation to behave responsibly. This Policy is intended to guide our school’s actions. It has been developed in consultation with the school community and seeks to prioritise respectful relationships and safety in response to the rights and needs of all members of the school community. A safe and supportive environment respects the rights of all students to learn, the rights of all teachers to teach and the rights of all members of the school community to be safe.

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Every person at the school has a right to feel safe, to be happy and to learn. Therefore, our school aims: • to promote the values of honesty, fairness and respect for others • to acknowledge the worth of all members of the community and their right to work and learn in a positive environment • to maintain good order and harmony • to affirm cooperation as well as responsible independence in learning • to foster self-discipline and to develop responsibility for one’s own behaviour.

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Behavioural Intervention, Support and Pastoral Care Guidelines

WELLBEING FOR LEARNING Wellbeing and academic outcomes are inextricably lined.

Our holistic approach to Wellbeing and learning integrates physical, mental, emotion, and spiritual development to help students realise their unique potential. We support the objectives, principles and practices outlines in the MACS publications: Vision for Engagement, Vision for Instruction and Flourishing Learners.

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Our Wellbeing for Learning framework guides our efforts to support every aspect of student development.

By aligning our Learning and Teaching vision with our Student Wellbeing vision, we aim to enhance both learning and wellbeing outcomes for each student.

MULTI-TIERED SYSTEMS OF SUPPORT Central to our approach to engagement is the application of a Multi-Tiered System of Supports. According to the MACS Vision for Engagement, “We believe that behaviour is teachable and is not fixed. This approach helps us align the Tier 1 practices schools use for both academic and behavioural outcomes.”

APPLICATION OF TIERED INTERVENTIONS At John Paul College, we implement culturally inclusive strategies to reinforce appropriate behaviour which may include verbal recognition, individual or class rewards, communication with parents/wider school community, as appropriate. These universal interventions are classified as Tier 1 and reflect standard, effective teaching strategies and classroom management. Tier 1 Interventions are the responsibility of everyone.

Tier 2 Interventions are more targeted, specific interventions designed to address a particular behaviour or situation. Some students with Tier 2 Interventions may be on STARS (Students at Risk) lists. In most cases, Tier 2 interventions will involve the Student/Year Level Coordinators and the Director of Students (Years 7 – 9) and (Years 10-12). Learning Diversity may also be involved.

Tier 3 Interventions are specific, high-level interventions on an individual student basis which most likely involve external agency support. All students with Tier 3 interventions will be on the STARS lists.

The table below highlights key interventions however this is not an exhaustive list.

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Behavioural Intervention, Support and Pastoral Care Guidelines

Intervention

Responsibility

Example of Intervention

Fair classroom practices JPC5 and JPC5+ Consistent use of Seating Plans Consistent implementation of classroom expectations Implementation of the JPC5 Monitoring of student attendance Tier 1

All Staff

Monitoring of student achievement Implementation of PLPs Attendance at PSGs (where possible) Documenting of all incidents Provision of opportunity for student voice and agency in every classroom Phone calls and emails to parents Year level/House presentations Awarding of Commendations to students All Tier 1 Supports plus: Behaviour Support Plans

Tier 2

Coordinators, Counselling Team, Case Managers, DPSE

Exit Cards Student Safety Plans Cultural Support Plans Inclusion on STARS list Parent meetings Modifications to curriculum (ie withdrawal from a particular subject) Involvement in specific programs offered by the College All Tier 2 supports plus:

Tier 3

Coordinators, Drectoris, DPSE, LDL, Counselling Team, Engagement Officer

Statements of Understanding Contractual Plans Mandated involvement in specific programs offered by the College Consultation with external agencies and specialists Home visitations

JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

SCHOOL-WIDE POSITIVE BEHAVIOUR SUPPORTS AND PBL School- Wide Positive Behaviour Support (SWPBS) is a school-wide process for developing and explicitly teaching appropriate and positive behaviours. SWPBS focuses on Positive Education principles whereby we acknowledge and celebrate achievements thus drawing the attention of all to the positive. Formally, many of these positive behaviours will be recognised through the awarding of commendations (see Section 9). Informally, positive behaviours will recognised directly by the teacher through praise and other forms of affirmation.

The expected behaviours are clearly outlined in the SWPBS Matrix.

SWPBS MATRIX The SWPBS matrix provides a framework for schoolwide positive behaviour support and should be referred to by all staff and in all classes as the standard we expect from our students. The standards outlined in the matrix are complimentary to the JPC5 or JPC5+. This information is contained within the student planner for ease of reference and is displayed in all classrooms.

The focus is on three core elements – respect, responsibility, and relationship. The matrix outlines examples of expected behaviour which demonstrates these elements.

When students make poor choices and judgements, it is these expected behaviours that are breached. Therefore, our responsibility is to educate the student on the breach and notify the appropriate people. The matrix is reflected within the Incident section of SIMON (see section 6).

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Behavioural Intervention, Support and Pastoral Care Guidelines

Context

In the Classroom

Respect

• Have the right to learn and be taught • Use language that respects everyone • Enter and exit the classroom in an orderly manner

In the Yard

In the Community

When using Technology

Relationship

• Be considerate of others • Be polite to all staff and students • Use a respectful voice and body language when interacting with others

Responsibility

• Take ownership of individual actions • Accept and learn from consequences for poor choices • Come to class with the appropriate resources and ready to learn

• Ensure that all resources and equipment are maintained and treated appropriately

• Engage in positive conversations

• Treat others as they wish to be treated

• Build positive and respectful relationships

• Respect school property

• Be inclusive

• Be considerate of others’ personal space and belongings

• Be accepting of others

• Acknowledge and respond to the needs of others

• Respond to others politely and courteously

• Wear your uniform with pride

• Talk quietly and appropriately when on public transport

• Uphold College values when in a public place

• Follow all agreements with the ICT Acceptable Use Policy

• Use ICT to build positive relationships

• Look after their BYOD device

• Use ICT to help themselves and others learn

• Look after the equipment of others

• Be thoughtful of others in the community

• Interact with others in a positive manner

• Wear their uniform with pride

• Acknowledge and respond to the need of others

• Adhere to all aspects of the Code of Conduct

• Participate fully in assemblies, masses etc

• Enter and exit quietly and in an orderly manner

• Be kind, considerate and courteous to staff and other students

• Not bring food or drinks inside

• Communicate appropriately with others

• Be welcoming

• Play safely at all times • Show initiative to keep others safe • Take pride in their environment

• Be considerate

• Think before posting or sending a message

• Ensure that all images (screensavers etc) are appropriate

• Use technology for educational purposes In other school

(ie assemblies, masses, on excursions etc) In the Resource Centre

• Share the space with others fairly • Keep their voices down when studying or playing games

JOHN PAUL COLLEGE jpc.vic.edu.au

• Look after books and resources • Follow all school and Resource Centre guidelines

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Behavioural Intervention, Support and Pastoral Care Guidelines

SECTION 2

Structure of Student Support at JPC JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

Students and staff can be supported to implement all behaviour and engagement processes through a staffing structure which facilitates growth of the individual and provides a clear pathway should a situation require escalation.

Craig Judkins

Head of Students (7 - 9)

Head of Students (10 - 12)

Year Level Coordinators

Student Coordinators (House)

Assistant Coordinators

Pastoral Care Teachers

JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

ROLE OF PASTORAL CARE TEACHERS (HORIZON) Pastoral teachers assume general responsibility for the leadership and pastoral care of students in their Pastoral Group. This is managed on a daily basis in conjunction with the Year Level Coordinators (Years 7 – 9) and the Senior Student Coordinators (Years 10-12).

The role of the Pastoral Teacher encompasses students’ spiritual, academic and personal development. It involves working closely with the students in the Pastoral Group, their parents/carers, subject teachers, coordinators, and where appropriate, the Deputy Principals, members of the SCIL Team and the School Counsellors.

Pastoral Care teachers are required to deliver the Horizons curriculum and where possible, participate in activities with a pastoral focus.

RESPONSIBILITIES GENERAL • Come to know and value each student in the Pastoral Group.

• Deliver a meaningful prayer every morning – often student lead via a prayer roster.

• Be aware of particular needs, interests and aspirations of each student.

• Read and become familiar with information on students through SIMON • Provide pastoral care and support for each student throughout the year.

• Develop and maintain a sense of community within the Pastoral Group.

• Acknowledge birthdays and significant achievements of each student in the pastoral group in the appropriate forums.

• Enhance the Pastoral space and provide visually attractive learning conditions e.g. posters and charts.

• Actively promote, discuss and embed the SWPBS Matrix as outlined in the student planner and located within every classroom.

• Document commendations as appropriate under the classification of ‘Demonstration of Core Values.’

• Attend PSG Meetings as per the need.

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ACADEMIC • Work with each student on goal setting and achievement.

• Assist students to develop and implement an appropriate plan for academic improvement • When student performance is consistently below expectations.

• Monitor student semester reports and consult with staff as required.

• Attend student wellbeing meetings when required.

STUDENT MANAGEMENT • Support College expectations regarding student appearance, behaviour, courtesy, respect, relationship and responsibility (SWPBS Matrix) and monitor student compliance.

• Follow up concerns regarding student behaviour and work with the Year Level Coordinators (Years 7 – 9) or the Senior Student Coordinators (Years 10 – 12).

• Regularly check student planners to ensure they are being effectively used and appropriately maintained.

Defaced planners should be reported to the Coordinators to ensure that a new one is purchased.

• Actively supervise the Pastoral Group at Year Level and College Assemblies.

• Follow up whole day absences with the parents/carers and regular lates to school. This can be done via email or phone call.

• Award commendations (see section 9) for students who have demonstrated standards, behaviours and achievements which indicate personal growth and a willingness to uphold and support the values and expectations of the college.

COMMUNICATION • Establish strong communication links with parents to become an effective first point of contact.

• Contact parents/carers at the beginning of the year by phone or email and report any issues to the relevant coordinator.

• Maintain good communication with subject teachers, coordinators and SCIL Support staff if applicable.

• Punctually attend and be actively involved in House and Year Level briefings and meetings.

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Behavioural Intervention, Support and Pastoral Care Guidelines

• Maintain an awareness of students’ academic and social progress and be prepared to report to parents/ carers during Parent Teacher interviews.

• Document all concerns and relevant information in the Notes – General within SIMON. ADMINISTRATIVE • Attend morning Pastoral punctually and complete all duties.

• Report maintenance requirements promptly.

• Regularly inspect desks and lockers for tidiness.

• Organise and supervise the removal of graffiti and chewing gum from desks.

USE OF MORNING HOMEROOM TIME All students in Years 7 – 12 have homeroom time each morning with the exception of Wednesdays. Of these eight remaining homeroom sessions, one will generally be assigned as an assembly. In some instances, homeroom time may also be used for House Assemblies as preparation for upcoming events.

Homeroom time is to be used to prepare students for the day ahead and build a relationship of trust. The following tasks and activities are suggested however there is also flexibility to allow the staff member to operate according to their areas of strength.

• Daily Prayer – can use the prayer on SIMON with students rostered to deliver.

• Daily check of uniform and ‘lates’ to school.

• Reminders about important notices and upcoming events • Individual student follow up about incidents, lates, overdue work etc as identified by reviewing their profiles.

• Identifying students who may require referral to a coordinator.

ROLE OF CLASSROOM TEACHER Classroom teachers assume the primary role for the application of Tier 1 practices throughout the school. In particular there must be a focus on implementation of engagement practices as outlined in MACS Vision for Engagement. These are:

RESPONSIBILITIES AND SPECIFIC DUTIES

• Teaching Respectful Behaviour

Classroom teachers assume the primary role for the application of Tier 1 practices throughout the school. In particular there must be a focus on implementation of engagement practices as outlined in MACS Vision for Engagement. These are:

• Fostering Belonging

• Teaching Respectful Behaviour

• Focusing on Attendance • Promoting Mental Health and Wellbeing • Enabling Motivation • Targeting Individual Learning Needs The practices should be implemented consistently via the opportunities embedded throughout the school. In summary, all teachers should be proactive rather than reactive to ensure that our systemic goals of Equity and Excellence are achievable by all students.

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• Fostering Belonging • Focusing on Attendance • Promoting Mental Health and Wellbeing • Enabling Motivation • Targeting Individual Learning Needs The practices should be implemented consistently via the opportunities embedded throughout the school. In summary, all teachers should be proactive rather than reactive to ensure that our systemic goals of Equity and Excellence are achievable by all students.

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Behavioural Intervention, Support and Pastoral Care Guidelines

TEACHING PRACTICE

PROFESSIONAL LEARNING

• Deliver lessons which are thoroughly prepared, incorporate appropriate resources and designed to engage all students in learning

• Annually prepare a professional learning plan (ARM) in accordance with school priorities and individual learning needs

• Teaching strategies are developed, implemented, and reviewed according to their impact on student learning

• Undertake professional development and further education relevant to the role

• Be enthusiastic about the teaching whilst bringing a range of academic expertise and life experiences to the classrooms

• Engage in Teacher Annual review processes in accordance with school procedures and timelines

• Deliver holistic, student-centred learning with choice, opportunity and celebration of achievement • Maintain a positive environment in the classroom which is respectful of all present and fosters student learning • Provide prompt and regular feedback to students on their progress within the subject(s) taught • Monitor and report on student progress and report any matters of concern in accordance with school policies and procedures • Maintain a positive attitude towards new and different ideas and approaches CURRICULUM • Contribute to the development of curriculum, documentation, teaching and assessment materials, including electronic materials within the subject(s) taught • Curriculum content and assessment practices engage students in learning • Curriculum compliance requirements as set both internally and externally are met to a high standard of compliance reflecting best practice • Attend and contribute to subject team, Learning Area, pastoral and staff meetings PASTORAL CARE • Undertake pastoral care sessions as required and student welfare duties, being sensitive to students experiencing personal, social, or organisational problems and liaise with relevant colleagues • Monitor and report on students’ wellbeing in accordance with school policy and procedures • Liaise with parents in relation to student issues as required

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OTHER DUTIES • Participate in co-curricular activities, including School sport days, attendance at Camps and other events as required • Be familiar with all relevant School Policies, relating to workplace as well as education • Maintain a safe and healthy environment and report any hazards in accordance with school procedures • Complete academic reports for all students taught in accordance with School Reporting guidelines and timeframes and attend all Parent /Teacher/Student nights • As directed by the Deputy Principal of Students and Engagement and the Principal of the College CHILD SAFETY Every person employed or volunteering at John Paul College has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all students is at the forefront of all they do and every decision they make. (CECV (Catholic Education Commission of Victoria) Commitment Statement to Child Safety). Such responsibility requires employees to: • provide students with a child-safe environment • be familiar with and comply with the school’s childsafe policy and code of conduct, and any other policies or procedures relating to child safety • proactively monitor and support student wellbeing • exercise pastoral care in a manner which reflects school values • implement strategies which promote a healthy and positive learning environment

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Behavioural Intervention, Support and Pastoral Care Guidelines

ROLE OF STUDENT COORDINATORS The Student Coordinators are key leadership roles in leading the pastoral care of students, general wellbeing including academic progress. The Student Coordinators are members of the Pastoral Care Team. The Student Coordinators report to either the Head of Students (7-9) or Head of Students (10-12).

IMPLEMENTATION OF PASTORAL CARE POLICY AND STUDENT CODE OF CONDUCT

The Student Coordinators are required to be familiar with and comply with the College’s Child Safety Policy and the Code of Conduct. The Senior Student Coordinators will provide students with a child-safe environment, which will proactively monitor and support student wellbeing and exercise pastoral care in a manner which reflects school values.

• Leads the student re-entry meetings following a student removal from class.

As leaders in the College, the Student Coordinators exercise a shared responsibility to ensure that the mission of the Catholic Church is brought to life in the College. These leadership roles are predicated on the belief that to be effective the work of the Student Coordinators will be informed by a vision of Catholic education that is Gospel-based people-centred, inclusive and holistic. The Senior Student Coordinator gives witness to gospel values in all aspects of their work and encourages and supports staff to do likewise.

RESPONSIBILITIES The specific responsibilities of the Student Coordinator are: • Leadership • Implementation of Pastoral Care Policy and Code of Conduct • Pastoral Care • Management • Staff Supervision • Special House and Year Level Events • Other duties as directed LEADERSHIP • Models, inspires and supports staff and students with a clear focus on continually improving student learning and wellbeing outcomes.

• Fosters and promotes reflective practice, professional dialogue and a collaborative approach with the staff they lead.

• Supports teams and individuals to embrace continual improvement and innovation.

• Supports College Leadership including implementing College strategic and annual goals.

JOHN PAUL COLLEGE jpc.vic.edu.au

• Supports classroom teachers with ongoing discipline/ pastoral care issues.

• Ensures school policies are being adhered to by students.

• Issues consequences for breaches of the Pastoral Care Policy and Student Code of Conduct • Works with Pastoral teachers and parents to address challenging student patterns of behaviour.

• Develops and works in an ongoing capacity to manage appropriate use of devices in the classroom, as per the e-learning policy.

PASTORAL CARE • Is a daily presence in those areas of the college under their care.

• Liaises with the Head of Students (Years 7 – 9) and (Year 10-12), Counselling Services, Deputy Principal Students and Engagement and Pastoral Care Teachers with regards to students’ welfare concerns.

• Attend fortnightly “Student At Risk” (STAR) meetings with the Head of Counselling Services, Head of Students (Years 7 – 9) and (Year 10-12), and Director of Learning Diversity.

• Provides assistance to relevant staff and implement strategies to resolve ongoing student welfare concerns.

• Refers ongoing welfare concerns to the appropriate agencies.

• Provides staff with information relevant to the education and welfare of students experiencing difficulties.

• Liaises with the Head of Students (Years 7 – 9) and (Year 10-12) in the formulation and review of the Horizons Program.

• Monitors student academic progress; meet with parents of students who are at academic risk.

• Attends PSG meetings (when required) with parent/s, PCT and Director of Learning Diversity.

• Monitors and follows up student absences from classes and school.

• Participates in the transition program for students entering the College.

• Attends Transition Information Evenings when required.

•

Liaises with Pathway coordinators, VET, VCE, VCE VM to advise and organise appropriate educational pathways for students.

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Behavioural Intervention, Support and Pastoral Care Guidelines

MANAGEMENT

CHILD SAFETY

• Manages procedures to monitor and modify student behaviour.

STAFF SUPPORT AND MANAGEMENT

The John Paul College community promotes the safety, wellbeing and inclusion of all children. We are a child safe employer who is committed to the welfare of children and young people in our protection. All potential employees and volunteers will be required to comply with our Child Safety and Wellbeing Policy and Code of Conduct. This includes:

• Promotes Pastoral Team performance through collaboration and affirmation.

• Ensure adherence to all child safety standards and mandatory reporting requirements.

• Mentors staff experiencing difficulties.

• Attend training to maintain compliance with all child safety legislation, standards and regulations.

• Regularly updates SIMON regarding student, staff and parent correspondence, meetings and incidents.

• Facilitates house assemblies and liturgical events.

• Chairs weekly team meetings to support staff and build a collaborative approach.

• Assists with the induction of new staff.

SPECIAL HOUSE AND YEAR LEVEL EVENTS • Attends and present awards at Awards night as required.

• Attends specific school events as required.

• Facilitates house assemblies in in conjunction with the House Leader House.

OTHER RESPONSIBILITIES AS REQUIRED It is anticipated that the Student Coordinators will, at times be required to undertake other duties related to the role as directed by the Principal or Deputy Principal Students and Engagement.

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• Complete all mandatory reporting in a timely manner.

• Escalate and report all matters related to student safety immediately.

• Understand and work diligently to deliver student duty of care accountabilities.

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Behavioural Intervention, Support and Pastoral Care Guidelines

SECTION 3

Behavioural Intervention and Supports JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

Whilst the expected student conduct must be implemented consistently, there is an understanding of the importance of the relationship which exists between the school, the parents and the student. We need to be clear that due to the mutual respect we share for all parties, we too must meet our obligations and expectations.

The table below sets out the School’s expectations for its students, parents and staff.

Students are expected to:

Parents/Carers are expected to:

Principals/Teachers & Staff will:

take responsibility for their learning and have high expectations in themselves that they can learn

have high expectations of their child’s behaviour, understand and support the implementation of the School's behavioural expectations

promote positive reinforcement and enhance student self-esteem by having a planned approach for recognising and responding to appropriate behaviour

model the School's core values of respect, relationship and responsibility

openly communicate with the School in regard to their child’s circumstances

deliver an inclusive and comprehensive curriculum which promotes positive behaviours and emphasises the wellbeing of every child focusing on pro-social behaviours

take responsibility for their own behaviour and the impact of their behaviour on others

cooperate with the School by assisting in the development and enforcement of strategies to address individual needs

employ whole school and classroom practices to establish a climate in which appropriate behaviour is the norm for all students and focus on the implementation of preventative and early intervention strategies to deal with attendance and behavioural issues

comply with this Policy and work with teachers and parents in developing strategies to improve outcomes to:

provide complete, accurate and up to date information when completing an enrolment form and supply the School, prior to and during the course of enrolment, with any additional information as may be requested, including copies of documents such as medical/specialist reports (where relevant to the child’s schooling), reports from previous schools, court orders or parenting agreements

consistently apply this Policy through a shared collegiate understanding and only exclude students in extreme circumstances

comply with the school's behaviour aims and the school's Code of Conduct and to support the school in upholding prescribed standards of dress, appearance and behaviour, in accordance with the terms of your child's enrolment at the School.

plan for the professional development needs of all staff to enable them to develop and maintain positive relationships with their students

acknowledge and understand that unacceptable behaviour by a child, or repeated behaviour by a parent or guardian that, in the school's view, is unacceptable and damaging to the partnership between parent/guardian and school, may result in suspension or termination of the child's enrolment.

recognise that for some students additional support may be needed in the form of staged responses and staff are committed to working with families to reintegrate students in an educational setting after exclusion

• obey all reasonable requests of staff • respect the rights of others to be safe and learn • respect the property of others.

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Behavioural Intervention, Support and Pastoral Care Guidelines

In a practical sense, the following rules must be enforced consistently by all staff.

• No food or drink permitted in the classrooms except for fruit and water • Mobiles are not to be seen or used as an educational tool.

• Airpods/headphones can only be used in conjunction with laptops and only then for specific learning purposes. They are not to be used for the playing of music (unless included in school documentation as a specified strategy to support the student.)

• Students will only be allowed to leave class individually unless specifically approved by the teacher.

• Students must remain in class for the full duration of the lesson and should only leave at the direction of the teacher.

• Students are not to have outside breaks during double lessons although ‘brain breaks’ are encouraged.

• Seating plans in Years 7 and 8 are required – except in prac classrooms where set seating is not possible.

• The JPC5 or JPC5+ should be implemented and upheld.

• Uniform, hair, makeup and jewellry must be consistent with College policies and expectations.

Remember – the standard we walk past is the standard we accept.

These behavioural expectations apply to parents as well and inappropriate, rude aggressive or confronting behaviours whether they be in person, email or phone, will not be tolerated at John Paul College.

INCIDENT LEVELS AND EXPECTED RESPONSE All behaviours which breach the Code of Conduct or fall outside of the SWPBS Matrix must be documented as an Incident. There are five types of incidents: • Reportable Incident

Please note that every situation commences with an Incident and punitive response (ie Change Sessions) are only applied once the incident is resolved.

• Level 1 Incident • Level 2 Incident • Level 3 Incident • Level 4 Incident

Incident Type

Change Session

Viewable By

Reportable Incident

No Change Session

Staff/Parents

Level 1 Incident

Level 1 Lunchtime Change

Staff/Parents

Level 2 Incident

Level 2 Afterschool Change (45 min)

Staff/Parents

Level 3 Incident

Level 3 After school Change (75 min)

Staff/Parents

Level 4 Incident

Suspension from school/ Internal suspension

Staff/Parents

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Behavioural Intervention, Support and Pastoral Care Guidelines

Reportable Incidents can be issued by all staff and the purpose is to document behavioural engagement or learning concerns that do not require a punitive response. Pastoral Care Teachers, Year Level Coordinators/Senior Student Coordinators receive notifications for students who incure multiple Reportable Incidents. This allows them to follow up with the individual student. By lodging reportable incidents, the hope is to prevent situations escalating to a more significant level and to help students recognise when their behaviour falls outside the expected standard.

Information contained in the description field is viewable by parents/carers. The categories for Reportable Incidents are: • Disrespecting JPC Core Values (minor breach) • Failure to bring materials to class (first offence) • Unsafe conduct during a practical activity (first offence) • Failure to submit or complete homework/classwork.

Please note: While able to log a reportable incident for failure to complete homework/ classwork this is a non punitive incident that requires monitoring and follow up from the subject teacher. No further punitive action through social behaviour.

Level 1 Incidents can be issued by all staff to students for low level breaches of the expected standards where a punitive outcome is required. Information contained in the description field is viewable by parents/carers. Level 1 Incidents will always be issued for:

Level 2 Incidents can be issued by all staff members when the breach is repeated or falls outside the classifications for a Level 1 Incident. The PCT and other senior staff are notified of the breach. Level 2 Incidents can be ‘Resolved’ or ‘Unresolved’ depending on the classification (see table on page 22) and in nearly all cases will warrant a Change Session. All ‘Unresolved Incidents’ will involve a senior leader and will only be marked as ‘Resolved’ when the incident has been addressed. Level 2 Incidents can be issued for: • Repeated instance of Level 1 Change Sessions being issued for similar reasons • Mobile Phone/Technology breach • Late to School/Class • Failure to bring correct materials to class • Uniform breach • Disrespecting JPC Core Values (Significant) • Removal from Class (Unresolved) • Non Attendance to Level 1 Change Session Level 3 Incidents can only be issued by coordinators and other senior staff of the college. The PCT and other senior staff are notified of the breach. Level 3 Incidents will be issued for serious breaches of the Student Code of Conduct including but not limited to: • Disrespecting JPC Core Values (Serious) - an incident that warrants a greater response than a Level 2 Incident and Level 2 Change Session.

• Non-attendance at a Level 2 Change Session • Repeated instance of Level 2 Change Sessions being issued for similar reasons

• Breach of the mobile phone policy (first offence)

• Mobile Phone/Technology breach

• Breach of the uniform policy (first offence)

• Late to School/Class

• Arriving late to class or school without a legitimate reason (first offence)

• Failure to bring correct materials to class

• Failure to bring materials to class including a charged laptop (repeat offence) • Disrespecting JPC Core Values (low level and repeated) They must not be issued for the following: • Failure to submit assessment tasks • Failure to complete required work A Level 1 Lunchtime Change Session must be issued for the day of the breach or, if issued after the commencement of lunch, the following day.

Please note that in the event of a mobile phone confiscation and policy breach, the staff in Student Services will log the incident.

JOHN PAUL COLLEGE jpc.vic.edu.au

• Uniform breach Level 4 Incidents can only be issued by Director of Students (7-9) or (10-12) or the Deputy Principal Students and Engagement. Level 4 Incidents are only issued for serious breaches of behaviour and incur either a school-based or external suspension from school. A return to school will then only occur following a parent meeting.

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Behavioural Intervention, Support and Pastoral Care Guidelines

WHAT CONSTITUTES REPORTABLE AND LEVEL 1 – 4 INCIDENTS? The following are examples of what constitutes Level 1 - 4 incidents. However, the key here is to rely on teacher discretion with the aim of being as consistent as possible. Given that reportable incidents are by definition

resolved incidents that do not warrant a change session, the responsibility for issuing the incident remains with the staff member involved.

REPORTABLE INCIDENTS Incident Type

Explanation/Example

Responsibility

Disrespecting JPC Core Values

A student shows low level disrespectful behaviour but quickly becomes aware that the behaviour was not appropriate.

Staff member who witnessed the behaviour to document with details of what has occurred.

Failure to bring correct materials to class

A student arrives to class without their laptop or required materials.

Teacher issues the incident and documents what has occurred.

Unsafe Conduct during a practical activity

A student acts in an unsafe manner in a practical class such as PE, Fabrics, PDT, Food or in a Science Prac.

Teacher issues the incident and documents what has occurred.

Failure to submit homework

A student fails to complete homework according to the directions of the class teacher.

Teacher who set the homework.

Uniform breach

A student breaches the uniform guidelines but provides a reason whereby some lenience should be given.

Teacher who identifies the breach and determines that lenience should be given.

LEVEL 1 INCIDENTS

Incident Type

Level 1 Incidents always result in a Level 1 Lunch Change session and are for low level incidents or repeated reportable incidents. Information contained in the description field is viewable by parents/carers.

Explanation/Example

Responsibility

Disrespecting JPC Core Values (Repeated)

A student shows disrespectful behaviour towards students and it is a repeated offence.

Staff member to log Incident and issue a Level 1 Lunch Change Session.

Uniform Breach

A student breaches the uniform guidelines. Where possible, the breach should be rectified immediately (ie jewellery). Where the breach can’t be rectified (ie wearing sport uniform) a Level 1 Change Session should be issued and a red uniform pass given to the student.

Teacher who identifies the breach to record a Level 1 Incident and Issue a Level 1 Change Session.

Mobile Phone/Technology breach

You see a student using or in posession of a mobile phone. Confiscate phone and take to Student Services who will log the details. For technology breach such as use of smart watch, inappropriate laptop use, a Level 1 Incident and Level 1 Change session to be issued.

Mobile phone confiscation to be logged by SS staff as level 1 Incident and Level 1 Lunch Change Session to be logged by SS staff.

Late to School or Class

Late to school or class with no legitimate reason.

Teacher who identifies the breach to log a Level 1 Incident and issue a Level 1 Lunch Change Session.

Failure to bring correct materials to class (Repeated)

A student arrives at class without the correct materials and there is no legitimate reason. Has already been issued with a Reportable Incident.

Teacher to issue level 1 Incident and Level 1 Lunch Change Session.

JOHN PAUL COLLEGE jpc.vic.edu.au

Other technology breaches to be logged by issuing teacher.

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Behavioural Intervention, Support and Pastoral Care Guidelines

LEVEL 2 INCIDENTS

Incident Type Uniform Breach (Repeated)

Level 2 Incidents are by nature far more serious and can be dealt with by the issuing teacher or may require additional assistance from a College Leader. If the issuing teacher resolves the incident, they are responsible for issuing the Change Session. If the incident is left unresolved then it is considered serious enough for involvement of school leaders who will then assume the responsibility of issuing the Change Session.

Information contained in the description field is viewable by parents/carers.

Explanation/Example

Student presents in wrong uniform and has previously been issued a Level 1 Change Session.

Responsibility Resolved Incidents - Issuing Teacher to log incident and a Level 2 Change Session.

Unresolved Incidents - HC responsible for resolving the situation and issuing a Level 2 Change session.

Mobile phone/ Technology breach (Repeated)

2 confiscations of mobile phone - Resolved OR Refusal to hand over mobile phone - Unresolved

SS staff to issue Level 2 Change Session for 2 confiscations.

Unresolved - HC or DP to follow up

Late to School or Class (Repeated)

Student is late to school regularly and previous level of incident has already been issued.

Teacher to issue Level 2 Incident and a Level 2 Change Session.

Failure to bring correct materials to class (Repeated)

Student comes to class without the correct materials and has already been given the Level 1 Incident.

Issuing teacher to create Level 2 Incident and Level 2 Change Session.

Disrespecting JPC Core Values (Significant)

A student engages in physical behaviour of an aggressive nature or acts in a way which significantly breaches the expected standards of behaviour.

Issuing staff to log a Level 2 Incident and a Level 2 Change Session.

Removal from class

A student’s behaviour, after three warnings, requires removal from class (see Section 8). The staff member has emailed staffalert@jpc.vic.edu.au

Issuing staff member to log a Level 2 Incident and leave it ‘Unresolved.’ The coordinator will issue consequence and resolve the issue as part of the restorative process.

For aggressive physical behaviour, the student will be sent home.

Incident is Unresolved Non-attendance at Level 1 Change Session

JOHN PAUL COLLEGE jpc.vic.edu.au

Student does not attend a Level 1 Change Session without a legitimate reason.

Exec Assistant to the DP will speak with the student and in most cases, will dismiss the Level 1 Change Session and Issue a Level 2 Incident and Level 2 Change Session.

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Behavioural Intervention, Support and Pastoral Care Guidelines

LEVEL 3 INCIDENTS

Level 3 Incidents and Level 3 Change Sessions are issued for serious breaches of the code of conduct or for repeated behaviours that would warrant a Level 2 Incident. Issued only by coordinators and senior staff.

Incident Type

Explanation/Example

Responsibility

Non-attendance at Level 2 Change Session

Student does not attend a Level 2 Change Session without a legitimate reason.

Exec Assistant to the DP will speak with the student and in most cases, will dismiss the Level 2 Change Session and Issue a Level 3 Incident and Level 3 Change Session.

Uniform Breach (Repeated and ongoing)

Student constantly presents out of uniform and has not adjusted their presentation. A level 2 Incident and Change Session has already been issued.

Coordinators will now escalate the response.

Coordinator to speak with student and issue a Level 3 Incident and a Level 3 Change Session.

Mobile Phone/Technology (Repeated and ongoing)

Student constantly breaches the Code of Conduct in relation to phones and technology. They have already been issued a Level 2 Incident and Change Session.

Coordinator to issue Level 3 Incident and Level 3 Change Session. In most cases, there will also be a requirement for the student to hand their phone in at Student Services on a daily basis.

Late to School/Class (repeated and ongoing)

Student continues to be late to school or class and has already been issued with a Level 2 Incident and Change Session.

Coordinator to issue Level 3 Incident and Change Session and make contact with the family to discuss reasons for the lateness.

Failure to bring correct materials to class (repeated and ongoing)

Student constantly turns up to class without the correct materials. The teacher who observes has most likely raised this as a concern with the coordinator.

Coordinator to issue Level 3 Incident and Change Session and make contact with the family to discuss reasons for the incident.

Disrespecting JPC Core Values (Serious)

Student behaves in a way that the breach is considered extreme. Whilst in most cases, a Level 2 Incident will have already been issued, in some situations a Level 3 response may be required immediately.

Coordinator to assess the severity of the situation and issue a Level 3 Incident and Change Session. A phone call home is also required.

LEVEL 4 INCIDENTS

Level 4 incidents are for extreme situation warranting immediate withdrawal from classes in the form of a documented suspension. Issued only by Head of Students (7-9) or (10-12) or the Deputy Principal Students and Engagement. When a Level 4 Incident is issued, the student will not be returning until a parent meeting has been held.

A Level 4 Incident can be issued at the discretion of a senior leader when a student incurs three or more Level 2/3 Change sessions which have not yet been served. In such instances, the Level 2/3 Change sessions will be dismissed and replaced with a Level 4 Incident – Internal Suspension.

Responsibility (including issuing of Change Session)

Incident Type

Explanation/Example

Disrespecting JPC Core Values (Extreme)

Situation requiring the intervention of a senior leader or Deputy Principal. Often in response to ongoing behavioural concerns, illegal activity or repeated aggressive physical behaviour.

Director of Students or Deputy Principal to log a Level 4 Incident, issue a suspension (either internal or external). For external suspension, the DP Students and Engagement to issue Suspension notice to the family.

Three or more Level 2/3 Change Sessions

Student has incurred at least three Level 2/3 Change sessions for various reasons and they have not yet been served. The Level 2/3 Change Sessions will be dismissed and replaced by a Level 4 Incident – Internal Suspension.

Deputy Principal or Head of Students will determine whether the Change sessions are to be dismissed and replaced with a Level 4 Internal Suspension.

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Behavioural Intervention, Support and Pastoral Care Guidelines

INCIDENT OCCURS Staff to determine level of response

REPORTABLE INCIDENT

LEVEL 1 INCIDENT

No Change Session

Level 1 Lunchtime Change Session (30 mins)

Can be issued by all JPC staff

Can be issued by all staff

• Disrespecting JPC Core Values (minor breach) • Failure to bring materials to class (first offence) • Unsafe conduct during a practical activity (first offence) • Failure to submit or complete homework/ classwork (no further punitive action) • Breach of the uniform policy (first offence) Incident is Resolved

UNRESOLVED INCIDENTS When the incident is unresolved it is considered serious enough for involvement of school leaders who will then assume the responsibility of issuing the Change Session.

Only Level 2 Incidents can be Unresolved Unresolved Incidents can include: • An incident requiring further action by Year Level Coordinator or Senior Student Coordinators including: • Uniform Breach • Mobile Phone Breach • Student Removal

• Breach of the mobile phone policy (first offence) • Arriving late to class or school without a legitimate reason (first offence) Repeated instance of Reportable Incident • Breach of the uniform policy (repeat offence) • Failure to bring materials to class including a charged laptop (repeat offence) • Disrespecting JPC Core Values (low level and repeated) Incident is Resolved

LEVEL 2 INCIDENT Level 2 After School Change Session (45 mins) Can be issued by all staff • Repeated instance of Level 1 Change Sessions being issued for similar reasons: • Mobile Phone/Technology breach • Late to School/Class • Failure to bring correct materials to class • Uniform breach • Disrespecting JPC Core Values (Significant) • Removal from Class (always Unresolved to be actioned by YLC, SSC) • Nonattendance at Level 1 Change Session Incident is Resolved

LEVEL 3 INCIDENT Level 3 After School Change Session (75 mins) Issued by Year Level Coordinators and Senior Student Coordinators • Disrespecting JPC Core Values (Serious) - an incident that warrants a greater response than a Level 2 Incident and Level 2 Change Session.

• Repeated instance of Level 2 Change Sessions being issued for similar reasons • Mobile Phone/Technology breach • Late to School/Class • Failure to bring correct materials to class • Uniform breach • Nonattendance at Level 2 Change Session Incident is Resolved

LEVEL 4 INCIDENT Internal Suspension/External Suspension Issued by Deputy Principal Student Engagement and Director of Students Level 4 Incidents are only issued for serious breaches of behaviour and incur either a schoolbased or external suspension from school. A return to school will then only occur following a parent meeting.

• Disrespecting JPC Values (Extreme) Incident is Resolved

JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

RESTORATIVE CONVERSATIONS Restorative Conversations may be conducted as part of the process to resolve a major incident and are conducted by a College Leader with the affected teacher present (where possible). In case of student removal from class, Restorative Conversations will always be held. Restorative Conversations are conducted within school hours and should constitute no more than half of lunch, recess or a period when staff are free.

During a Restorative Conversation students are to reflect on their behaviour, find some positive alternate actions or coping strategies.

The objectives of the session are: • To understand the implications of their actions • To connect and seek advice from other sources • To find alternate ways of dealing with their aggression, stress, anxiety and personal issues • For the student to be listened to, and for them to communicate The approach to Restorative Conversations is documented within the follow-up notes within the Incident in SIMON. In some instances, Restorative Conversations may negate the need for an after school Level 2 Change Session.

If there is no resolution to the issue, the teacher and College Leader involved should indicate that additional support is required to restore and rebuild the relationship.

JOHN PAUL COLLEGE jpc.vic.edu.au

During the Restorative Conversation, the student and staff involved will work through a range of questions as outlined below. These questions may vary depending on the type of major incident.

What happened? (Instigator) What were you thinking at the time? (Instigator) Who has been affected by your actions and decisions and in what ways? (Instigator) What have you thought about since the incident?

(Instigator) What did you first think/feel when it happened?

(Affected Person) How has the incident ffected you? (Affected Person) What do you need to say or do to fix things and make things better? (Instigator) What needs to be said or done to make things right?

(Affected and Instigator) What do we do if this happens again?

(Affected and Instigator)

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Behavioural Intervention, Support and Pastoral Care Guidelines

CHANGE SESSIONS Level 1 Lunch Change Sessions should be issued for the day of the breach. If the breach is identified after the commencement of lunchtime, it should be issued for the following day. Level 2 and 3 Change Sessions require notification using a Change Session form at least

one day in advance. The Change Session is recorded by entering details in SIMON with electronic copies automatically sent to College Leaders and parent at 6:00pm via email.

CHANGE Sessions will be held as follows: Section Tuesday Every Day

Description

Time

CHANGE Session Level 2

3:15 – 4:00

CHANGE Session Level 3

3:15 – 4:30

Level 1 LUNCH CHANGE Session

30 min during lunch time

FAILURE TO ATTEND RESTORATIVE CONVERSATIONS OR CHANGE SESSION Failure to attend a Restorative Conversation session without an acceptable reason or without prior negotiation of an alternative date is a serious matter and will result in the Change Session being upgraded to the next level. There is an expectation that the Restorative Conversation will also be conducted.

Students who fail to attend a Level 3 CHANGE Session will be issued with PRT (Personal Reflection Time) for one day (Year 12 students will be sent home). In such circumstances, the Change Session will be considered as completed. Failure to comply will result in external suspension and a meeting with the family to discuss the matter.

STAFF ALERT Staff Alert System – Immediate Support The Staff Alert email (staffalert@jpc.vic.edu.au) is available to all staff who require immediate support in their classroom. This includes: • Student removals (primary use) • Staff wellbeing and safety concerns If a staff member feels unsafe or requires urgent assistance, the monitoring team will respond and take appropriate action immediately.

REMOVAL FROM CLASS Removal from class of a student must not be used as a routine behaviour management procedure. Students timetabled to a teacher’s class remain the legal responsibility of that teacher. That responsibility cannot be delegated to other members of staff (teaching or non-teaching).

Students misbehaving by arriving late, not settling to work, not having equipment, etc. should be managed using the Tier 1 strategies outlined in this document and/ or issued with the appropriate level of incident. Students must not be sent out of the room, sent to the office or sent to the Year Level Coordinators/ Senior Student Coordinators during the class.

Repeated misbehaviour that does not improve after use of a range of behaviour management procedures should be discussed with the student’s Pastoral Teacher and Coordinator.

STUDENT REMOVAL GUIDELINES In certain limited circumstances a student may need to be removed from the class by a College Leader.

Collection of a student should be used where the behaviour falls into one of the following categories and in most cases, after the issuing of three warnings: Immediate danger: the behaviour is of immediate danger to the student or to other people in the class (no warnings required.)

Abuse of the teacher: verbal or physical abuse (no warnings required).

JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

Behaviour that renders the whole class unmanageable: a student cannot be removed unless three prior warnings have been given during that class.

Refusal to follow teacher directive / belligerence: a student cannot be removed unless three prior warnings have been given during that class.

An email requesting collection of a student is sent via group email staffalert@jpc.vic.edu.au. The email should state location and name of the student to be collected and the reason for the collection. On receipt of such a request an available College Leader will respond.

If a response has not been forthcoming, teacher to send a reliable student to Student Services requesting a student collection.

In some limited circumstance, a formal removal from class may be prevented following a discussion with the responding College leader. Through careful reflection on the situation, the student may be able to return to class only with agreement of the class teacher. Should this occur, no formal removal needs to be documented however the class teacher should create a Reportable Incident – Disrespecting JPC Core Values.

If a formal removal occurs, the teacher requesting removal must create a Level 2 Incident – Removal from class (left unresolved) as soon as possible after the removal. This Incident will remain unresolved until the College Leader has completed a restorative reentry meeting. Following this, the leader conducting the Restorative Conversation will mark the incident as ‘resolved’ and issue any consequence. Please note that details contained in the Incident will be sent home to families so must be carefully and appropriately written.

FOLLOW UP PROCEDURES FOR REMOVAL FROM CLASS Every attempt will be made to have the student return to class as soon as possible – however the teacher must be involved in the process. Where possible, the teacher will participate in the restorative re-entry meeting conducted by a College Leader. Until such time as the meeting is held, the student will not be able to return to that class and will check in at Student Services. The class teacher must ensure that the student has sufficient work to complete.

JOHN PAUL COLLEGE jpc.vic.edu.au

STUDENT ALERT In addition to the ‘Staffalert@jpc.vic.edu.au’ email address, staff are encouraged to use the ‘studentalert@ jpc.vic.edu.au’ This email goes directly to a broad range of staff who may be able to respond.

This email should be used when you have a concern about a particular student, and it does not meet the threshold for student removal or support for staff alert.

Examples of this include: • Student has gone to the bathrooms and has not returned • Student has left the class and has not returned • Student has not presented to class but the roll indicates they should be present With many staff receiving this email, we will be able to locate the student quickly or explain their absence.

SECTION 4

Support Structures

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Behavioural Intervention, Support and Pastoral Care Guidelines

MANDATORY OBLIGATIONS AND REPORTING PROCESSES All staff at John Paul College are legally required to observe the mandatory reporting guidelines. Education around this requirement is undertaken at the end of each school year through the completion of the Mandatory Reporting Modules. For further information, staff are encouraged to view the policies on the College website under “Child Safety”.

Should you become aware of a situation of concern, you must: • Discuss the situation with a wellbeing leader at the College.

• Ensure that all steps identified within the PROTECT protocols are being followed.

• Consult with the Deputy Principal Students and Engagement if you deem that a report is to be made.

• Make the report in a supported environment (could be with another staff member present.)

• Create a Restricted Note in SIMON Depending on the type of disclosure there may be other steps in the process including the completion of a PROTECT document. Further advice can be obtained from one of the wellbeing leaders.

COUNSELLING REFERRALS When a staff member identifies the need to refer a student for counselling support, the following process must be followed: • Discuss the situation with the relevant Coordinator or Learning Diversity Case Manager.

• Coordinator or Learning Diversity Case Manager will complete the referral form.

• The referral will then be triaged and allocated by the counselling team.

JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

EXIT CARD APPROVAL When a staff member identifies a need for a student to have an exit card please refer to the process below:

Student identified as requiring an Exit Card

Once supporting documentation is saved on SIMON notes, request to be sent to Deputy Principal – Students & Engagement / Director of Inclusion & Wellbeing or EA to the Deputy Principal – Students & Engagement for approval.

Request to be reviewed and approved by Deputy Principal – Students & Engagement and Director of Inclusion & Wellbeing.

EA to Deputy Principal – Students & Engagement is notified by approver.

Create card Maintains Connect Field and notes in SIMON Communicates to student’s teachers of exit card approval in SIMON

Exit Card dispersed to referring staff to provide to student

Exit Card reviewed 6 monthly from the date of issue, and at the commencement of the new year.

Connect field not automatically reset

New school year - request for Exit Card to be identified

JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

EXIT CARD PROCESS Please see below the process for when a student exits class using their exit card: Student requests to use their Exit Card

Teacher emails Student Alert advising student has left class and will be arriving at The Space.

If LSO is present, the LSO leaves with the student

Student is triaged at The Space

Triage to email SCIL@JPC. vic.edu.au to advise student will be arriving at SCIL

Student instructed to check in at Stewart Centre

Triage to email librarystaff@ jpc.vic.edu.au to advise student is arriving at the Resource Centre

Student instructed to stay in The Space

Class pass is entered at the final destination (The Space, SCIL, Resource Centre)

If a student is returning to class from Wellbeing, an email will be sent to the class teacher to inform them of the return.

Class teacher to acknowledge when student arrives back to class

JOHN PAUL COLLEGE jpc.vic.edu.au

Student instructed to check in at the Resource Centre

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Behavioural Intervention, Support and Pastoral Care Guidelines

EXEMPTION CARDS APPROVAL PROCESS When a staff member identifies a student’s need for an exemption card an email is to be sent to EA to Deputy Principal and Deputy Principal for approval along with supporting documentaiton. EA to DP will produce card, Update Simon and communicate with students teachers.

Exemption cards include: Uniform, Sensory Items and Medical Pass.

USE OF STUDENT NOTES IN SIMON Notes in Student Profiles have been redefined for 2026 to allow for better note keeping and sharing of information. The categories for notes are: GENERAL – CAN BE ACCESSED BY ALL STAFF • Notes

RESTRICTED – CAN ONLY BE ACCESSED BY COLLEGE LEADERS • Notes

• Documents

• Documents

The following table provides examples of where certain pieces of information will be stored.

Type of Information

Storage Location

You wish to document a phone call or email from a parent.

General - Notes

You receive a letter explaining the student is going on a holiday and will be absent from school.

General - Documents

You want to document a written progress report on a student

General - Documents

A confidential psychology report is received

Restricted - Documents

Confidential information via email is discussed

Restricted - Notes

PAT/Naplan Testing Results are uploaded

General - Documents

Court Order/FVIO/IVO is received

Restricted – Documents Restricted – Notes (for explanation of the situation)

Student Safety Plan

General - Documents

Where the note is relating to adjustments, evidence of adjustments or monitoring of adjustments for a student listed as NCCD, the NCCD tick box should be ticked.

JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

COMMENDATIONS Commendations at John Paul College are awarded to students in recognition of personal achievement and for contribution to the College in a variety of areas. These achievements should be recognised, celebrated and rewarded. Students can be awarded Bronze, Silver and Gold Awards based upon their involvement in a combination of the following areas:

These commendations are based upon the Positive Behaviour Matrix and students, parents and carers will be notified of these via SIMON Digest.

• Academic (achievement, learning behaviours and academic growth)

• Appointment to the Student Representative Council

• Demonstration of core values including respect, responsibility and relationship • College Representation and Community Service (including position of leadership) • Cultural and Sporting Involvement (SIS Sport, production, debating etc) • House Involvement (athletics, swimming, Masterchef, Chess etc) Once a commendation is issued, parents/carers are notified by a digest email which goes out on the day the commendation is issued. This serves to recognise students who have made an outstanding contribution.

Staff are required to include a description of why the student is receiving the commendation.

COLLEGE REPRESENTATION AND COMMUNITY SERVICE • Appointment as a student leader • Commissioning as a Fire Carrier • Involvement with community service projects (such as Companion Van) • Completion of Leadership Programs.

• Involvement with fundraising activities, Cross-age mentoring and tutoring.

HOUSE INVOLVEMENT Attendance at and participation in the key House activities including Swimming, Athletics, Cross Country, House Music and other House related activities.

CULTURAL AND SPORTING ACHIEVEMENT • Representing the College in SIS Sport.

POINTS SYSTEM

• Representing the College in higher level sport (such as Zone or Division events).

Points are accumulated through a student’s life at John Paul College. Once a student achieves enough points to obtain an award, they will be recognised at a school forum.

• Participation in Cultural activities such as Arts Night, SIS Art and Technology, SIS Masterchef.

Student commendations will appear on each semester report so that students can track their progress.

The categories for commendations are as follows: ACADEMIC • For Year 7 – 9 students - an overall result of at least 90% in three or more subjects with no record of modification, late or non-submission of assessment tasks • For Year 10 and VCE Units 1 and 2 – an overall result of at least 85% in three or more subjects/units with no record of modification, late or non-submission of assessment tasks

• Participation in College Production

Please note this list for example only.

AWARD LEVELS To achieve an award, students must obtain the minimum number of points across more than one area. This demonstrates that students have made a significant contribution to different aspects of College life.

A bronze commendation will be awarded to students who accumulate 100 points during their time at John Paul College.

A Silver commendation will be awarded to students who accumulate 200 points during their time at John Paul College.

• Academic Growth - for students in all year levels who, despite levels of achievement, have shown significant growth and effort.

A Gold commendation will be awarded to students who accumulate 300 points during their time at John Paul College. These will be awarded at Term Assemblies.

DEMONSTRATION OF CORE VALUES

The points system is based upon students taking two years to achieve a level at an estimated achievement of 50 points per year.

Staff issue a commendation when a student demonstrates core values in an exemplary manner.

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Behavioural Intervention, Support and Pastoral Care Guidelines

Academic or formal award Academic Commendation

5

Awarded to a student who has demonstrated significant growth and achievement in an assessment of subject area

Subject Excellence Award

20

Awarded to students who have achieved the highest overall mark in a specific subject. These awards celebrate the

Certificate of Endeavour

20

Awarded to students who have achieved between the 91st - 95th percentil for work habits across all subjects

hard work and commitment required to excel consistently across assessments throughout the year.

Certificate of Merit

30

Awarded to the top 5% of students for work habits across all subjects

Kwong Lee Dow Young Scholars

50

Awarded to a student who has bee selected to receive the Kwong Lee Dow Young Scholars Award

10

Awarded to a student who has performed to an outstanding level during the last month as observed by the teacher.

Award Student of the month Year Level Dux

50

Awarded to a student who has achieved the highest overall result across all subjects in their Year level.

House Charism Awards

20

Awarded to students who have demonstrated a commitment to their house charism throughout the year.

FcJ Award

50

Awarded to a student who has made an outstanding contribution to the college community.

Community Service Award

25

Awarded to a student for their significant involvment with and commitment to the service of others.

Jean Carter Music Award

50

Awarded to a student who has made an outstanding contribution to music at the College

Dunkley Award

50

Awarded to a student who has demonstrated a distinguished commitment to applying the attributes of Louisa Dunkley

Simon Ball Award

50

Awarded to a student who has worked to the fullest in order to achieve their potential. The award recognises

Marcele Casamento Award

50

Awarded to a student whose faith and values have enabled them to contribute to the spiritual life of the college

- fairness, equality and community perseverence and commitment. through fidelity to Christ.

Marianist Award

50

Awarded to a student who has exemplified to the qualities of leadership within the college community.

Long Tan Leadership Award

50

Awarded to a student who has displayed outstanding leadership and teamwork charateristics.

5

Awarded by a member of staff for demonstration of core values (respect, realtionship, responsibility) in an exemplary

Demonstration of Core Values Demonstration of core values

manner College Representation and Community Service College Leadership

50

Awarded to a student appointed to a position of leadership.

Community Companion and

20

Awarded to a student for their significant contribution to the community companion or outreach programs

Outreach Mentoring and Tutoring Program

20

Awarded to a student for their involvement and commitment to the mentoring or tutoring programs

Assisting with College event after

20

Awarded to a student for their involvement in a college event conducted outside of normal hours

10

Awarded to a student for their involvement in a college event conducted within school hours

50

Awarded to a student for the successful completion of the Passport to Leadership Program

40

Awarded to a student for the successful completion of the Introduction to Leadership Program

10

Awarded to a student for their involvement in a college sporting team

20

Awarded to a student for selection in a representative sport team

20

Awarded to a student nominated for a seasons sporting award including best and fairest and coaches award.

school hours Assisting with College event during the school day Cultural and Sporting Involvement Completion of Passport to Leadership Program Completion of Introduction to Leadership Program Participation in a college sporting team Achieving representative levels for Sport Achievement of a seaonal sporting award Participation in an SIS Activity

10

Awarded to a student for their involvement in an SIS Activity (not sporting)

Participation in College

50

Awarded to a student for their involvement with the College Musical Production

10

Awarded to a student for their involvement in a College Music Ensemble

10

Awarded to a student for their attendance at and participation in a House Activity.

Production Participation in College Music Ensemble House Involvement Attendance and participation in House Activities

JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

STUDENTS AT RISK (STARS) Students AT Risk Meetings will be held every two weeks and are timetabled within a teachers’ timetable. These meetings provide an opportunity to discuss student progress and support strategies for students who may require Tier 2 (limited) or Tier 3 interventions. The composition of the STARS team is as follows: Deputy Principal Students and Engagement (Chair) Head of Students (7-9) or (10-12)

In some cases a representative from the Counselling Team may be invited to discuss particular students.

Notes will be maintained confidentially within the STARS TEAMS Page.

The meeting is to ensure that actions are identified to assist students. In most cases, YLC/SSC or Case managers will share relevant information with teachers.

Relevant YLC or Senior Student Coordinators (House) Relevant Stewart Centre Case Manager

SUPPORT PLANS, SAFETY PLANS AND CONTRACTUAL ARRANGEMENTS At John Paul College we implement a range of safety and support plans for students who require Tier 2 and Tier 3 interventions and supports. In most cases, these students will also be discussed at STARS. The main types of plans include: • Student Safety Plans (Tier 2/3) – for students who pose a significant risk to themselves or others whilst at school. These plans will generally be created by a member of Wellbeing Team or the SCIL Case Manager.

• Behaviour Support Plan (Tier 2) – for students who are displaying behaviours which fall outside of the expected standards. These will often be implemented by the YLC/SSC and include parent input following a meeting.

• Statements of Understanding (Tier 3) – implemented for students when behaviour support plans have not been successful or where a serious incident occurs.

The will be written by the Deputy Principal Students and Engagement or the Head of Students (7-9) or (1012) and will be the result of significant discussion with the parents/guardians and the student involved.

JOHN PAUL COLLEGE jpc.vic.edu.au

• Enrolment Contract (Tier 3) – implemented by the Deputy Principal Students and Engagement when behaviour is so significant that their enrolment at John Paul College is in doubt. These will only be implemented after parent/carer meetings and significant consultation.

Student Safety Plans and Behaviour Support Plans must be uploaded and stored within the student profile under GENERAL – Documents. Statements of Understanding and Enrolment Contracts will be stored under Restricted – Notes.

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Behavioural Intervention, Support and Pastoral Care Guidelines

WELLBEING FLAGS AND CONNECT FIELDS The Connect Fields within each student’s profile contains important information about the individual student. Connect fields will indicate whether students have documented supports, are exempt from particular College rules or have specific adjustments. Most of the Connect Fields are reset at the beginning of the school year. For 2026, the following Connect Fields are active: 2026 Exit Pass

Yes / No

Does the student have an EXIT Card?

2026 Medical Pass

Yes / No

Does the student have a Medical Card?

Books and Uniform Support

Yes / No

Is the student receiving financial support for books and uniform?

EAL ICT Acceptable Use Policy

Does the student come from an EAL background?

Must be completed by all students in Horizons

Loan Laptop User Agreement Locker Assignment

Students consent to gain access to the network.

Signed by students who loan a school owned laptop

Locker Number and Lock Combination

Filled in by PCT at the beginning of the year and updated when changes are made.

NCCD

Yes / No

Is the student listed on our NCCD List?

PEEP (Personalised Emergency Evacuation Plan)

Yes / No

Does the student have an individual plan of support?

Student Safety Plans

Yes / No

Does the student have an active safety plan?

Personalised Learning Plan

Yes / No

Does the student have a PLP?

Photo/Media/Publications Consent

Yes / No

Have parents given consent for student image to be used?

Sensory Adjustments and Exemptions

Range of possible sensory adjustments are listed

Any adjustments (ie fidget rings) will be listed here.

Uniform Adjustments and Exemptions

Range of possible adjustments and exemptions are listed

Any adjustments to expected uniform will be listed here.

Modified Curriculum / Assessment

Yes – No

Identifies if a student is technically listed as having a modified program or modified assessment.

Wellbeing Engagement

Yes - No

Student is currently engaged with the wellbeing team.

It is important that staff are aware of the adjustments granted to students. To assist, some of the Connect Fields are listed as ‘flags’ on the student profile. Flags are listed to draw your attention to specific circumstances relating to: Important Medical Information Wellbeing Engagement NCCD Participation Personalised Learning Plan The flags will be shown on individual student profiles, class pages and pastoral profiles.

JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

JPC5 AND READY TO LEARN PLANS As part of our commitment to the Vision For Learning, the Vision for Engagement and in an attempt to ensure consistency of expectation throughout all classes, John Paul College utilises the JPC5 and JPC+5 and the Ready To Learn plans. Each of these tools are complimentary.

These universal Tier 1 supports are highly effective when implemented with fidelity.

READY TO LEARN PLAN - YEAR 7 AGREEMENT • All Students will be greeted at the door by name • Clear instructions to be given at the door (or just inside) • A Seating Plan will be followed when possible • Learning Intentions and Success Criteria to be used consistently • Reportable Incidents will be lodged consistently • Positive behaviour in line with PBL Matrix to be highlighted & documented through Commendations

Context In the Classroom

Respect • • • •

In the Yard

• • •

In the Community

When using Technology

•

• • • •

In other school (ie assemblies, masses, on excursions etc)

•

In the Resource Centre

•

•

• •

JOHN PAUL COLLEGE jpc.vic.edu.au

Relationship

Have the right to learn and be taught Use language that respects everyone Enter and exit the classroom in an orderly manner Ensure that all resources and equipment are maintained and treated appropriately

• •

Treat others as they wish to be treated Respect school property Be considerate of others’ personal space and belongings

•

Acknowledge and respond to the needs of others

•

Follow all agreements with the ICT Acceptable Use Policy Communicate appropriately with others Think before posting or sending a message Use technology for educational purposes

•

Be thoughtful of others in the community Acknowledge and respond to the need of others

•

Enter and exit quietly and in an orderly manner Share the space with others fairly Keep their voices down when studying or playing games

•

• •

• • • •

•

•

•

Responsibility

Be considerate of others Be polite to all staff and students Use a respectful voice and body language when interacting with others Engage in positive conversations

•

Build positive and respectful relationships Be inclusive Be accepting of others Be welcoming Be considerate

• •

Respond to others politely and courteously Talk quietly and appropriately when on public transport

• •

Wear your uniform with pride Uphold College values when in a public place

Use ICT to build positive relationships Use ICT to help themselves and others learn

• •

Look after their BYOD device Look after the equipment of others Ensure that all images (screensavers etc) are appropriate

Interact with others in a positive manner Adhere to all aspects of the Code of Conduct

• •

Wear their uniform with pride Participate fully in assemblies, masses etc

Be kind, considerate and courteous to staff and other students

•

Not bring food or drinks inside Look after books and resources Follow all school and Resource Centre guidelines

• •

•

•

• •

Take ownership of individual actions Accept and learn from consequences for poor choices Come to class with the appropriate resources and ready to learn

Play safely at all times Show initiative to keep others safe Take pride in their environment

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Behavioural Intervention, Support and Pastoral Care Guidelines

JPC 5 Establish Your Expectations 1.

Respect learning time.

Arrive promptly and remain in class until the end.

4.

aptops must stay L closed unless explicitly asked to use them.

2.

tay in class during S lessons. Use breaks to go to the toilet and get a drink.

5.

top, look, and listen S when your teacher asks for attention.

3.

ring all required B materials to every class (for both periods).

JOHN PAUL COLLEGE jpc.vic.edu.au

SECTION 5

FAQ’s

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Behavioural Intervention, Support and Pastoral Care Guidelines

WHEN DO I CONFISCATE A MOBILE PHONE? Mobiles are confiscated whenever you see them. They should be taken to students services who will document the Level 1 Incident and issue a Level 1 Lunchtime Change Session. If it is in period 6, the teacher should issue the Level 1 Incident and Change Session.

ARE STUDENTS ALLOWED TO USE THEIR PHONE TO PURCHASE AT THE CANTEEN? No – students may only pay with cash, debit card or their CREST Card.

WHAT CONSTITUTES BEING LATE TO PASTORAL OR CLASS? The term used is ‘a few minutes’ however the important aspect here is the reason behind the late and whether there is a pattern of being late.

WHO IS RESPONSIBLE FOR ISSUING A UNIFORM BREACH? All teachers are responsible for issuing Level 1 Incident – Uniform breaches however Pastoral Care teachers will issue most of them. Upon issuing of a Level 1 Incident and the Level 1 Lunchtime Change Session, where the breach has not been immediately recitified, the PCT will provide a uniform pass so the student does not incur multiple incidents for the same breach.

WHAT DO I DO IF A STUDENT PRESENTS WITH JEWELLERY BEYOND THAT WHICH IS ACCEPTABLE? The jewellery should be confiscated and taken to student services where it will be placed in a sealed envelope with the student’s name. The teacher should issue a Level 1 Incident - Uniform breach and a Level 1 Lunchtime Change Session.

WHAT DO I DO IF A STUDENT PRESENTS WITH AN INAPPROPRIATE HAIR STYLE OR COLOUR? Send them to students services and a senior leader will address the situation. Ultimately it will come to down to a determination by the DP Students and Engagement.

JOHN PAUL COLLEGE jpc.vic.edu.au

WHAT DO I DO IF A STUDENT IS NOT CLEAN SHAVEN? Send them to Student Services and they will be requested to shave. This will be recorded as a Level 1 Incident by the Student Services staff or a Senior Leader and a Level 1 Lunchtime Change Session will be issued. Please be sensistive when dealing with shaving issues as there may be legitimate reasons for being unshaven including: • Documented Religious Exemption (will appear in the Connect Field under student profile) • Documented Skin Condition

WHAT DO I DO IF A STUDENT IS NOT ABLE TO RECTIFY A UNIFORM BREACH (IE NOSE PIERCING, WRONG SOCKS OR SHOES ETC)?

Document a Level 1 Incident / Uniform Breach and issue a Level 1 Lunch Change Session. Issue the student with a red uniform pass.

WHAT DO I DO IF A STUDENT DOES NOT SUBMIT A HOMEWORK OR CLASS TASK? This should be recorded as a Reportable Incident and is dealt with by the staff member. The Assessment and Reporting Policy should be carefully followed. Should a pattern develop, then the PCT, SSC or YLC should be consulted.

SECTION 6

Policies

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Behavioural Intervention, Support and Pastoral Care Guidelines

ELECTRONIC DEVICE POLICY Central to John Paul College’s mission is the importance of preparing students with the skills and values to engage successfully in the twenty first century world.

This requires that students must navigate an increasingly sophisticated cyber world that will be central to their educational, professional and social lives. To do this the College is committed to providing them with the learning that includes values such as mutual respect and personal responsibility, alongside skills in critical thinking and Information and Communication Technology.

As a Catholic School, John Paul College recognises the characteristics of the community, for which our students are being prepared, and strives to equip them to make a positive contribution to it.

USE OF ELECTRONIC DEVICES

The College acknowledges the increased use and ownership of electronic devices within the community and in particular by students. As such, it requires that teachers, students and parents take steps to ensure that electronic devices are used responsibly. This policy should be read in conjunction with the ICT Acceptable Usage Policy located on the College website and is designed to ensure that potential issues can be clearly identified and addressed; ensuring the benefits that electronic devices provide (such as increased safety to/from the College) can continue to be enjoyed by our students.

Electronic devices are not to be used as a source of music during class time or during period changeovers.

In doing so, it provides teachers, students and parents with guidelines and instructions for the appropriate use of electronic devices during school hours.

RESPONSIBILITY It is the responsibility of students who bring an electronic device onto College grounds to adhere to the guidelines outlined in this document. The student is responsible for the security of the electronic device and/or mobile phone at all times. The College does not take responsibility for loss or damage to personal property.

SCHOOL CONTACT Parents are reminded that in case of emergency, the College office remains a vital and appropriate point of contact. During school hours parents are still required to make contact with their child via the College Office. This will ensure your child is reached quickly and assisted in the appropriate way.

• Electronic devices are not to be used during classroom lessons and other school activities unless directed by the teacher.

• In order to reduce the risk of theft during College hours, students who carry electronic devices are advised to keep them well concealed, not ‘advertise’ they have them and consider keeping them locked in their locker.

• The College accepts no responsibility for electronic devices that are lost, stolen or damaged whilst on college premises, travelling to or from the College or on College sponsored functions.

MOBILE PHONES AND SMART DEVICES • Mobile phones and Smart Devices are not included in the BYOD program at any year level.

• Mobile phones should be stored securely in the student’s personal locker during the course of the day, and not taken to any class.

• Mobile Phones may only be used: • Before school begins • After school hours • Headphones/airpods can only be used during class time for learning purposes if explicitly stated by the teacher.

• Headphones/airpods are not to be used during the changeover between periods.

• Headphones/airpods are not part of College uniform.

• Confiscated headphones/airpods will be handed in to Student Services for collection after 3:00pm. Failure to comply, refer to the Breach of Policy.

PHOTOS AND VIDEO • Electronic devices may be used in class to take photos and/or video only with the explicit permission of the subject teacher and provided it form part of the learning activity.

• Photos and videos taken should not include other students or staff without their permission and the permission of the subject teacher.

• The College reserves the right to delete inappropriate items on any Electronic devices a student may be using.

JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

• Any case of infringement may be handed over to the police. Students taking unauthorised photos of other students and/or staff will be issued with a serious consequence. E.g. Suspension or Detention.

ESMART AND CYBER SAFETY AT JOHN PAUL COLLEGE

Should any other electronic device be used in breach of the Electronic Device Policy, confiscation of the device will occur. The process for confiscation is as follows;

At John Paul College, we believe the teaching of cyber safety and responsible online behaviour is essential in the lives of students and is best taught as a partnership between home and school. Parents are encouraged to read the document ‘ICT Use At Home: Suggestions For Parents’ which can be found in PAM and on the College website. Safe and responsible behaviour is explicitly taught at our College and parents and students are required to sign the Cyber Safety User Agreement at the beginning of each school year. The College acknowledges the relationship between home and school in the establishment of appropriate online behaviour.

CONFISCATION PROCESS

AS SUCH, THE COLLEGE WILL:

• Teacher to inform student of the breach in policy and request the electronic device.

• Work to keep the College cyber safe. This includes restricting access to inappropriate, harmful or illegal material on the internet or College ICT equipment and devices

• Unauthorised photographic images are not to be uploaded to Social Media websites.

• Infringement, in respect to uploading will result in the student being requested to remain home until an interview is arranged with the Deputy Principal Wellbeing.

BREACH OF POLICY

• If BYOD device, teacher will return device to student at end of class and document the incident.

• If any other Electronic Device, staff member to present device to Student Services personnel for 3:00pm same day student collection and parent will be notified by email and or text message that device has been confiscated.

• Any confiscation will result in a Level 1 Incident and a Level 1 Lunchtime Change Session issued.

• For repeated breaches a Level 2 Incident – mobile phone misuse and a Level 2 Change Session will be issued.

REFUSING CONFISCATION OF ELECTRONIC DEVICE • Any student refusing to comply with a teacher’s request for confiscation will be sent to Student Services and issued with a Level 2 Incident and Level 2 Change Session.

• A second refusal to comply will result in a parental interview with the Deputy Principal Wellbeing and the student being requested to remain home until that time.

ONLINE BEHAVIOUR OUTSIDE THE COLLEGE The College reserves the right to take action against any student who engages in behaviour contrary to the Cyber Safety User Agreement outside the College that may impact other John Paul College students and staff. This may include harassment or defamation of a member of the College Community (see ‘Breaches in Cyber Safety’).

For serious offences, the College may be required to inform the Police.

JOHN PAUL COLLEGE jpc.vic.edu.au

• Make use of filtering and monitoring software to restrict access to certain sites and data • Provide supervision and direction in internet activities • Have a school intranet which is accessed by school community members • Provide education about ethical and cyber safe behaviors including information about digital rights and privacy to compliment and support the Policy • Store information on cloud services as deemed appropriate • Respond appropriately to any breaches of the Policy • Review any material on user accounts, devices, servers, and services in order to determine the appropriateness of specific uses. Log files record all actions taken while using John Paul College devices and systems, including but not limited to private communication on personal devices and can be accessed by the ICT office as deemed appropriate.

STUDENTS ARE EXPECTED TO: • Observe College expectations as stated in this Policy and all other College Policies and Procedures (See Student Planner and College website) • Adhere to the Cyber safety User Agreement and ICT Acceptable Usage Policy • Use equipment correctly to ensure that no damage occurs, including: • Introduction of viruses or malware • Physically abusing hardware and altering software settings.

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Behavioural Intervention, Support and Pastoral Care Guidelines

STUDENTS (AND PARENTS) WILL BE LIABLE FOR ANY EXPENSES INCURRED BY THE SCHOOL DUE TO ANY DAMAGE CAUSED. THEREFORE STUDENTS MUST:

BREACHES IN CYBER SAFETY

• Refrain from accessing inappropriate information and/ or sites on the internet

• Confiscation of the electronic device for a period of time as determined by the College

• Allow priority use of the network to students who have schoolwork to complete • Obey any restrictions on Internet, email or game use that may be applied • Not intentionally share or display offensive messages or pictures • Protect their personal details on the Internet, including passwords • Comply with copyright laws (e.g. plagiarism) • Not publish any libelous, defamatory or inappropriate comments or images online • Show respect for others’ privacy and their intellectual property • Report any misuse or damage of any devices, facilities or equipment to College staff.

JOHN PAUL COLLEGE jpc.vic.edu.au

Should a student breach the Cyber safety User Agreement, the following sanctions may be applied:

• Restriction of ICT privileges including access to online environments • Disciplinary action in the form of Change Sessions or suspension (for serious or repeated offences) • The College is responsible for determining whether a breach has occurred. Confiscation of the electronic device for a period of time as determined by the College • Restriction of ICT privileges including access to online environments • Disciplinary action in the form of Change Sessions or suspension (for serious or repeated offences) • The College is responsible for determining whether a breach has occurred.

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Behavioural Intervention, Support and Pastoral Care Guidelines

SCHOOL ATTENDANCE Regular attendance at school supports the student to develop routine, learn efficiently and develop quality friendships and connections. The Victorian Government attendance requirements state that parents and carers must ensure their child attends school and provide an explanation for their child’s absence. John Paul College supports these requirements by ensuring minute by minute monitoring of student attendance. Communication with families when attendance irregularities appear is crucial to ensure the safety of the individual and the authenticity of school records.

their judgement taking into account the individual circumstances of each student. When there is no legitimate reason for the lateness, it will be documented and the following consequences applied:

RESPONSE TO ONGOING LATE

• Subsequent Lates: Parent meeting to be arranged by YLC/HC.

When students arrive late to school we will always try and understand the reasons why. Supports can be implemented to address the lateness before the problem becomes more significant. Staff should use

Whole Day Absence • The College must be informed before 8:30am if your child is going to be absent for the day.

Notification can be made by phone, SMS or via the PAM Portal.

• If the College is not notified, an SMS will be sent at 10:00am.

Parent/carer is required to respond via SMS, phone or email with: • Student name and reason for the absence.

• This notification constitutes an explanation of the absence.

• First Offence: Level 1 Incident and Level 1 Lunchtime Change Session issued by reporting teacher.

• Second Offence:Level 2 Incident and a Level 2 Change Session issued by reporting teacher.

• Third Offence: Discussion with YLC/HC who may choose to issue a Level 3 Incident and Change session.

Late to School (arriving after 8:30am) • Students must sign in at Student Services upon arrival.

• If arriving after 8:30am students can go directly to homeroom if they can get there before the 8:45am bell.

• If students arrive late and cannot get to homeroom before the 8:45am bell, they must sign in at Student Services.

Planned or Part Day Absence • A request for future absence can be made in advance via the PAM portal.

• Requests can also be made by calling or emailing student services.

• Where possible, please provide as much notice as possible for the appointment so we can have your child waiting at Student Services.

• Students arriving during the course of the day must sign in at Student Services.

• If your child is not absent from school and you have received a notification, please contact the College immediately.

Request for Leave (EG Holiday) All requests for leave from school due to travel must be made directly to the Principal’s Office.

Absence from Change Sessions Students who have a scheduled Change session on a day of full absence will have their session rescheduled to the next available date.

Feeling Unwell During the School Day • Unwell students must present to our College nurse. The nurse will assess your condition and contact parents/carers should you need to go home.

• At no stage should students phone parents/carers requesting to be collected.

JOHN PAUL COLLEGE jpc.vic.edu.au

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Behavioural Intervention, Support and Pastoral Care Guidelines

IDENTIFYING ATTENDANCE CONCERNS Determine if the absence is Explained/Unexplained

Explained Absence

Unexplained Absence

Ex: Parent notified absence - Holiday

On the roll with appear as ‘000000’

Pastoral Care Teacher to monitor closely

Pastoral Care Teacher to contact home and to record documentation on SIMON under General Notes

If Explained Absence continues Co-ordinator to contact home and discuss. A parent meeting to be arranged if attendance falls below 80%

If no response, the Pastoral Care Teacher will refer to the Co-ordinator who will make a further attempt to follow up with family.

Evaluate whether student is required to be added to STARS

Attendance improves – Co-ordinator to continue to monitor

Evaluate whether student is required to be added to STARS. Deputy Principal of Wellbeing to send Attendance Letter 1

If no response, the Co-ordinator continues to contact family. Contact to be recorded in SIMON under General Notes Deputy Principal of Wellbeing to send Attendance Letter 2

No Improvement Attendance is now classified as School Refusal

Parent Meeting to be held with key staff (Deputy Principal of Wellbeing, Head of Learning Diversity, Co-ordinator) Learning Plan to be prepared by designated contact person Assessment for school refusal to be completed Student entered into ROSAE by Head of Learning Diversity

No improvement – Deputy Principal of Wellbeing to send Attendance Letter 3 and notify the attendance officer at MACS

No Improvement – Deputy Principal of Wellbeing to lodge with Attendance Officer at Department of Education

JOHN PAUL COLLEGE jpc.vic.edu.au

47

Behavioural Intervention, Support and Pastoral Care Guidelines

UNIFORM John Paul College expects all students to present themselves strictly according to the uniform guidelines.

Each term, Pastoral Care Teachers explain these guidelines.

4.

Dresses and skirts must not be shorter than 5cm above the knee cap.

5.

All students are expected to wear the regulation College uniform whilst at and travelling to and from school. A high standard is expected with regard to the condition of the uniform and the way it is worn.

Shorts and trousers: navy blue, tailored school shorts. Shorts length must not be below the knee.

Shorts and trousers must be secured at the waist and not be worn below the hips.

6.

2.

Scarves and gloves in navy blue may be worn with winter uniform but must be removed when indoors.

Students may not wear combinations of normal school uniform with their sports uniform.

7.

3.

The John Paul College school bag is a compulsory school requirement.

Shoes: Shoes must be black, polishable school shoes. They must be maintained in good, polished condition. Shoes that are not permitted include black leather runners, leather skate or other sport shoes (i.e. vans) and black canvas shoes.

1.

When Do I Wear My Blazer?

When Can I Wear My Jumper

• Blazers are a compulsory uniform item during Terms 2 and 3 only.

• Jumpers can be worn all year round but never as the outermost garment when arriving at or leaving school.

• During Terms 2 and 3, blazers must be worn as you enter the College at the start of the day and when you exit the school at the end of the day.

• If your jumper is on when arriving or leaving school, you must also have your blazer on.

• Blazers are not to be worn as part of the Sport uniform.

What Colour Socks Can I Wear?

What Jewellery Can I Wear

• You can only wear dark blue socks when wearing school uniform. These socks must not display writing or logos.

• Students are permitted to wear small earrings (stud or hoop variety) and should be limited to two per ear.

• Black or white sport socks may be worn with PE uniform. Small logos are permitted.

• Nose piercings are not permitted although small, clear plastic covers are permitted.

• No other visible piercings are permitted.

JOHN PAUL COLLEGE jpc.vic.edu.au

When Can I Wear My Sport Uniform

Can I Wear A T-Shirt Under My School Shirt?

• Sport uniform can only be worn on days when you have a designated PE Practical Class identified on timetables by the room code GYM3.

• Plain white T-shirts may be worn under the school shirts so long as no portion is visible. This means they should be tucked in at the waist and should be of the V-neck variety.

• Sport uniform is not to be worn on days of SIS Sport as students are expected to change into team uniforms at the venue.

What Are The Rules Around Hair, Make- Up & Facial Hair?

When Can I Wear Summer or Winter Uniform?

• Any makeup should appear natural.

• Summer and Winter Uniform can be worn by choice throughout the school year.

• No facial hair is allowed.

• No eyelash or fingernail extensions are permitted.

• Nails must be of natural colour.

• Extreme hairstyles as determined by the DP Wellbeing are not permitted (e.g. non-natural colours, dreadlocks, or styles not accepted in a business environment.

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Behavioural Intervention, Support and Pastoral Care Guidelines

WEARING SPORTS UNIFORM TO SCHOOL The John Paul College Sports Uniform may ONLY be worn on days when students have a Physical Education practical class.

Summer Uniform

Winter Uniform

Dress

JPC Navy blue and white cotton dress

Shirts

Light blue JPC school shirt

Shirt

Light blue JPC school shirt

Pants

JPC pants

Shorts

JPC navy blue shorts

Skirt

Regulation JPC skirt – no shorter than 5cm above knee cap

Jumper

JPC navy blue jumper

Jumper

JPC navy blue jumper

Blazer

JPC navy blue blazer

Blazer

JPC navy blue blazer

Shoes

Black polished school shoes that are maintained in good condition

Shoes

Black polished school shoes that are maintained in good condition.

Sports Uniform

To be worn only on days when students have a Physical Education practical class listed in GYM3.

The College will be gradually transitioning to a new sports uniform. There will be a three year transition period where both the current and new uniform will be permitted.

Polo

JPC navy and gold polo (or existing House polo)

Shorts

JPC navy blue shorts

Tracksuit

JPC navy tracksuit

Shoes

Sports shoes must be proper sporting shoes i.e., lace-up or velcro with a supportive heel and instep.

Slip-on shoes including 'skate' shoes are not permitted.

Socks

White or black with no logo Accessories

Socks

Navy blue without logo

Belt

Navy blue no logo

Scarves & gloves

Navy blue – must be removed indoors and worn only with winter uniform.

APPLICATION FOR 2026 CLASSES YEARS 7– 8

YEARS 11 TO 12

Four practical classes each 10-day cycle, hence student may wear sports uniform on four occasions.

A Unit 1– 4 Physical Education student may have two practical classes per cycle.

YEAR 9 Most students would have four periods/semester per 10-day cycle, some may choose to complete e.g.,two periods/semester, others nil.

YEAR 10 The Physical Education elective has four practical classes per cycle

JOHN PAUL COLLEGE jpc.vic.edu.au

Students undertaking any of the following classes MUST bring their sports clothing to school and change for their activity (if necessary); SIS sport, SIS sports training, Health, Dance and Outdoor Education classes.

Please note: Students are expected to wear the sports uniform in its entirety or not at all. Non JPC track pants, shorts etc. are NOT permitted and a parental note is NOT accepted.

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Behavioural Intervention, Support and Pastoral Care Guidelines

OUT OF UNIFORM PASSES

CONSEQUENCES FOR UNIFORM BREACHES

Should there be a legitimate reason for not complying with these uniform regulations, it is the student’s responsibility to present a note signed by a parent to their pastoral care teacher *Note (normal school uniform is not bits and pieces), at the commencement of the school day, requesting a Uniform Pass for a limited period of time.

Students who breach the Uniform requirements are required to rectify the breach immediately. Breaches will be documented in SIMON as a Level 1 Incident and a Level 1 Lunchtime Change Session will be issued. If the breach cannot be rectified immediately the issuing teacher will provide the student with a red uniform pass to prevent repeated issuing of incidents.

Students who fail to maintain an appropriate standard of uniform may be issued with a Level 1 Incident and a Level 1 Change Session or, for repeated breaches, a Level 2 Incident and Change Session.

What Happens if I Breach the Uniform Policy

• You will be immediately asked to fix the breach and it will be documented as a minor incident – uniform breach and a Level 1 Lunchtime Change Session will be issued.

• If unable to fix the breach, you will also be given a uniform pass to prevent repeated Incidents being recorded • Repeated breaches will incur a Level 2 Incident and a Level 2 Change Session.

JOHN PAUL COLLEGE jpc.vic.edu.au

What Happens if My Hair Style or Colour is Classified as Extreme?

• You will speak with the DP Wellbeing about how to make the style less extreme.

• If unable to fix immediately, you will continue to go to • classes but will spend recess and lunch at Student Services. Your parents/carers will be contacted.

When Can I Wear My Sport Uniform

Can I Wear A T-Shirt Under My School Shirt?

• A note from home is not a reason to breach school rules however every situation will be dealt with individually and with understanding and compassion.

• If you are unable to purchase the required items, you should present to Student Services and borrow the required item.

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Behavioural Intervention, Support and Pastoral Care Guidelines

CODE OF CONDUCT The John Paul College Code of Conduct aims to help students work towards self-development from the basis of understanding, experiences and knowledge of their capacities, values and motivations. This should be read in conjunction with the Child Safety Code of Conduct, the Pastoral Care of Students Policy the Child Safety and Wellbeing Policy and the Duty of Care Policy located on the College website. The College follows the Restorative Justice philosophy, which underpins all of our procedures. Restorative practices embrace an approach that encompasses clear expectations, limits and consequences, responsibility and accountability for one’s actions and a high degree of support and nurturing. We view quality relationship as pivotal to good teaching and learning, and that the relationship between the teacher, student and parent is paramount to positive change.

JOHN PAUL COLLEGE jpc.vic.edu.au

THE UNDERLYING PRINCIPLES, ON WHICH THE CODE OF CONDUCT HAS ITS FOUNDATION, ARE BASED ON THE FOLLOWING UNDERSTANDINGS: 1.

That all members of the College Community will be valued as individuals.

1.1

That there are clear and identified support structures for students and staff in managing Wellbeing and Discipline matters.

1.2

That all members of the College community are clear about expected behaviours and consequences for inappropriate behaviours.

1.3

That all members of the College community should treat each other with dignity, compassion andrespect for differences.

1.4

That all members of the College community have a right and responsibility to contribute to the decision making process in appropriate areas

2.

All members of the College community have the right to be treated justly.

2.1

That all students have the right to learn and be taught.

2.2

That all members of the College community have a right to a safe, clean and attractive environment.

2.3

That all students have the right to a curriculum that is challenging, meaningful and appropriate.

2.4

That all members of the College community have the right to have property respected.

2.5

That all members of the College community have the right to be informed of College policies and procedures.

2.6

That all students have the right to clear work expectations stated and to be informed regularly about their progress.

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Behavioural Intervention, Support and Pastoral Care Guidelines

The purpose of Pastoral Care is to support the creation of an environment in which young people come to acknowledge, reflect on and understand the value of being men and women of competence, conscience and compassion.

All pastoral care teachers should communicate with teachers about concerns they have regarding particular students. Calls or emails should also be sent to parents to discuss immediate concerns or deliver words of positive feedback.

To assist with realising this purpose, there is an expectation that the following elements are covered during morning pastoral sessions.

Whilst SIMON provides a clear picture for parents, there is nothing more valuable than direct contact.

• Formal greeting of all students as they arrive each morning with a focus on developing a positive relationship in addition to individual, informal greeting where possible.

• Prayer – should be delivered by students on a rotational basis. The daily prayer is located in SIMON but the use of other prayers is encouraged.

• Follow up on absenteeism for full day absence and pastoral lates.

• Record ‘lates’ as a Level 1 Incident and issue Level 1 Lunch Change Session.

• Check of uniform against timetables and school guidelines.

• Students must rectify uniform breach immediately (if possible) and teacher document as a Level 1 Incident (ie removal of under shirt, incorrect socks, excessive jewellery) • If students are not able to rectify the breach – send them to Student Services. Appropriate action will be taken which may include being sent home or internally suspended until the breach is rectified.

• Ensure students are clean shaven – if not they must go straight to SS to shave.

• Monitor the wearing of jewellery and ensure there are no nose piercings – non-compliant students – send to Student Services.

• Spend time discussing with individual students their SIMON profile (acknowledge positive outcomes and seek to identify areas of concern) • How are their assessments progressing?

• Praise strong attendance.

• What are their goals and are they on track?

• Do they have a pattern of overdue work?

• Are they getting detentions?

• Are there attendance concerns?

• Check their planners for effective use and recording of due work, assignments etc.

JOHN PAUL COLLEGE jpc.vic.edu.au

Whilst there are clearly documented responses to breaches of school rules, it is the PCT who knows the student best. Therefore, there must be some flexibility in the delivery of sanctions. Please note the sanctions and processes to be followed in the event of breaches of rules need to: • Encompass a range of alternatives that are related to the misdemeanour • Convey a sense of forgiveness • Be constructive and purposeful • Be rationally imposed with dignity • Contribute to the concept of justice within the school • Be aligned with the Restorative Justice Practices.

jpc.vic.edu.au