Student Wellbeing & Respectful Relationships

At the heart of the educational program of learning and experience at Kingsley Park Primary School is the happiness and safety of the children in their activities.

Our Wellbeing and Child Safety Policies cater for the emotional, social and physical wellbeing of each child.

We strive to produce socially acceptable behaviour that respects the rights of others and encourages the individual to accept responsibility for and logical consequences of their actions.

Wellbeing is based upon the values of co-operation, self-worth, mutual respect and shared responsibilities. The exercise of self control and discipline will establish a co-operative system in which each child’s self-esteem is nurtured.

Co-operation and liaison between parents and teachers will cultivate an atmosphere in which desirable models of behaviour can be developed and practised.

Communication between home and school reinforces and encourages our children to develop desirable social attitudes, enabling them to cope at work and play.

Our school should be orderly, safe and organised, recognising and respecting the individual within the system.

To implement this policy, a code of conduct (responsibility of School Council) that sets the expectation of self discipline and encourages co-operation and respect for others, has been developed. Each child is expected to function amicably and fruitfully within this framework.

Mental Health and Wellbeing Leader Role

The Royal Commission into Victoria’s Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenges, who can then be referred for treatment, care, and support.

Mental health and wellbeing leaders (MHWLs)

MHWLs are qualified teachers registered with the Victorian Institute of Teaching, who work across the school to implement a whole-school approach to mental health and wellbeing for students, staff, and families based on a broad knowledge of the needs of the school community. This includes:

· Building the capacity of school staff, in particular classroom teachers, to identify and support students with mental health concerns in the classroom

· Supporting the school to create clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention

· Coordinating targeted mental health support for students by working with regional staff, school wellbeing and leadership teams, teachers, parents/carers, and external agencies.

The MHWL role focuses on mental health and wellbeing promotion, prevention and early intervention, rather than the implementation of clinical or allied health approaches.

MHWLs receive training from the Faculty of Education at the University of Melbourne and continued professional development.

At Kingsley Park PS, Jessie Sinclair, (Miss Jessie) undertakes this role two days a week and Sarah Brand one day per week. Their work is supported by our wellbeing Education Support staff Michael Di Petta (who also works three days per week) and Tamile Gibbs, plus our Assistant Principal Matt Brand. All these caring individuals form our Kingsley Park Wellbeing Team.

We look forward to sharing more information about the exciting programs and supports that are set up throughout the year to continue to assist the students of Kingsley Park to be the very best they can be.

Management of Student Behaviours

Goals and Objectives:

The Code of Conduct for Kingsley Park Primary School has been formulated within and is consistent with DET (Department of Education and Training) guidelines.

The Kingsley Park Primary School community aims to:

• provide a safe, secure and orderly learning environment that meets the needs of all children
• foster high standards of behaviour based on co-operation, respect, responsibility and self       discipline

Principles Concerning the Rights and Responsibilities of Students, Parents and Teachers:

 All children have the right to work and play without interference or discrimination

• all children will be encouraged to develop their individual talents, interests and abilities
• all children will display behaviour which is polite, courteous and well mannered
• all children will be encouraged to exhibit pride in their school
• teachers should expect to be able to teach in an atmosphere of order and co-operation so  children can achieve the best possible learning outcomes
• parents have an obligation to support the school in its efforts to maintain a productive teaching and learning environment.
• the Principal and Staff have an obligation to implement the Code of Conduct fairly, reasonably and consistently

Guide to the Management of Student Behaviour:

The management of student behaviour is a co-operative partnership between students, teachers and parents.

A consistent and positive approach to behaviour will foster a school climate where personal  responsibility and self discipline are developed.

We are committed to the following strategies:

• giving positive reinforcement to build upon self esteem
• acknowledging student achievements in the classroom, playground, newsletter and at assemblies or on special occasions
• encouraging co-operation and friendship
• requiring children to accept responsibility for their actions
• providing adequate supervision in the school grounds
• promoting understanding, awareness and commitment to the school rules

The following documents are an integral part of the management of student behaviour at Kingsley Park Primary School:

• Student Engagement and Wellbeing Policy
• Child Safe Policy          
• Sun Smart Policy
• Disability and Impairment Policy
• Equal Opportunity Policy
• Student Dress Code
• Anti-bullying Policy

These policies are essential to the wellbeing of all school members and are subject to ongoing  review within DET guidelines.

Breaches may incur some consequence or action, including the following:

• apologising
• restorative conversation with teacher and those involved during break times
• loss of privileges
• cleaning up or repairing what has been broken
• completing extra tasks or duties eg. yard duty
• time out of the yard during breaks
• time out in classroom / withdrawal area under supervision
• parents contacted
• suspension
• expulsion

When it is believed that a student’s behaviour warrants suspension, the Principal will ensure that every reasonable step is taken to arrange a meeting with the parents and, if appropriate, the student to discuss:

• the student’s behaviour and performance
• the strategies being developed within the school to meet the educational needs of the student
• the possibility of suspension, should inappropriate behaviour continue
• the responsibility of the parents, should suspension be considered necessary

The School Principal has the authority to permanently exclude a student from the school.  Permanent expulsion from the school will be used only after other forms of behaviour management, as previously outlined, have been exhausted.

Respectful Relationships

What is Respectful Relationships?

Respectful Relationships is about tackling family violence through education.

Rosie Batty, CEO of the Luke Batty Foundation “the school community is an essential part of social reform by modelling a culture of respect through the whole school, not just by teaching respect in the classroom”.

In 2021, respectful relationships education will be taught as part of the Victorian curriculum. The Victorian Government is supporting schools to model respectful relationships across the whole school community as part of its commitment to respectful relationships education.

The Government is providing Victorian schools with a range of extra supports and resources including, new Respectful Relationships teaching and learning materials.

In the classroom, children will learn problem-solving skills, to develop empathy, support their own wellbeing and build healthy relationships with others. The initiative will also provide resources to best support children and staff who are affected by family violence.

When children build positive relationships with their teachers and peers they feel safer and happier at school, are more resilient and have positive social attitudes. Positive relationships also increase a child’s sense of social connectedness and belonging which can result in better health and academic outcomes.

Further information about Respectful Relationships is available on the Department of Education and Training website:www.education.vic.gov.au/respectfulrelationships