ֱ

Student Management Policy and Procedures K – 6

Underpinning Philosophy of Student Management Procedures

At ֱ, we aim to create a school experience that fosters respect and healthy relationships, enabling students to flourish. In keeping with the School’s Jewish ethos, Positive Psychology and Wellbeing models, we aim to nurture positive emotion, engagement, positive relationships, meaning and accomplishment within each child’s schooling (Seligman, 2011).
The School wishes to promote an environment where teachers, parents and students are mutually supportive. Students, teachers and parents should respect each other and engage in conduct that fosters this mutual trust and support, and also upholds the philosophy and values of the School. The School encourages consultation between all members of the School community about matters that affect them.
Within Emanuel’s Wellbeing Programs, we aim to support the School’s values of: Excellence
  • Perseverance
  • Lifelong love of learning
  • Respect
  • Integrity
  • Responsibility
  • Compassion
  • Generosity
  • Justice
  • Community
“If I am not for myself, who will be for me? If I am only for myself, what am I? If not now, then when?” Rabbi Hillel (Ethics of the Fathers 1:14)
ֱ believes that it is essential to establish clear expectations for our students. These include our belief statements, rights and responsibilities and social graces. Our Student Management Policy focuses upon Wellbeing as an essential element for flourishing. This highlights the School’s approach to Positive Education and programs for building student effectiveness. Pastoral Care processes assist students who require additional support. There are key personnel responsible for pastoral care, including a school counsellor. Our Kavod (Merit) System recognises and celebrates students who are working to reflect the school’s values and their own personal best. The ֱ Teshuvah (Behaviour Management) System creates consequences that allow children to understand the impact of their behaviour, make amends, rebuild and learn (based upon the principles of restorative justice practices). ֱ has AntiBullying procedures to create a culture that works proactively to prevent bullying and educate students on anti-bullying strategies.
Our Student Leadership programs encourage a culture of leadership throughout the school by providing structures to support student initiative and responsibility.

CONTENTS

This document is structured in the following way:
  1. School expectations
  2. Wellbeing
  3. Key Personnel Responsible for Wellbeing
  4. Kavod (Merit) System
  5. Teshuvah (Behaviour Management) System
  6. Anti-Bullying
  7. Student Leadership
  8. Appendix

SCHOOL EXPECTATIONS

Beliefs

We believe that:
  1. We should treat all people with kaf zechot (judge favourably and with an equal measure of merit).
  2. We provide a co-operative, caring and supportive environment in the whole school
  3. The School implements measures designed to promote the safety and wellbeing of students.
  4. The development of self-discipline requires commitment and consistency, and is a team effort involving the parents, school staff and students.
  5. Each member of the school community (students, staff and parents) should have an understanding of the Student Wellbeing Policy.
  6. In order to have a safe and efficient school environment where students can learn effectively, there need to be guidelines for student behaviour that are clearly communicated and reinforced.
  7. Each member of the school community has rights and responsibilities and must accept responsibility and the consequences of his/her own behaviour.
  8. Each person in our school community has the right to have a feeling of being safe and valued
  9. Each person in our school community has the right to feel they belong, and are able to be successful and happy.
  10. In order to provide all students with a positive educational environment, we will not tolerate students undermining another student’s welfare or learning; “Emanuel says no to bullying”.
  11. Appreciation and recognition of good behaviour is important.
  12. Students are required to abide by the School’s rules and follow the directions of teachers and other people with authority delegated by the School.
  13. Efforts must be made to maintain a student’s dignity during and after consequences have been issued in order to ‘move on’ positively and productively.
  14. Physical/corporal punishment of any description has no place at Emanuel.

Rights and Responsibilities

“Do not do to others that which you do not wish to have done to yourself” (Rabbi Hillel: Talmud Shabbat 31a) is a fundamental belief at our school.

Staff Rights and Responsibilities

See Staff Code of Conduct and Expectations of Teachers at ֱ available on the staff portal.

Parent Rights and Responsibilities

Parents have the right:
  1. To have children in a safe, caring environment.
  2. To be able to communicate with teachers about their children’s progress
  3. To be informed about curriculum and extra-curricular activities
  4. To be informed of School events and policies.
  5. To expect that the School is working towards appropriate outcomes that will meet thechild’s needs.
Parents have the responsibility:
  1. To uphold the Jewish ethos of the School.
  2. To know and support the School’s mission statement and policies.
  3. To arrange a mutually acceptable time for parent/teacher conferences and to act on the information received.
  4. To bring concerns to the teachers promptly, following the School’s protocol.
  5. To have fair expectations of the School, its teachers and staff members.
  6. To take an interest in School activities and to take note of School correspondence.
  7. To respect the privacy of teachers and the sanctity of the teacher/student relationship.
  8. To work collaboratively with teachers in addressing specific concerns.

Derech Eretz (Social Graces)

At Emanuel we believe that some basic social graces go a long way to enabling our students to function effectively in society. Through reinforcement and modelling, the staff at the School aim to instill these skills in our students. Parents are asked to assist the School in this. Students are asked to:
  • Greet staff members and visitors appropriately.
    “Hello, welcome to our School”, “Good morning”.
  • Always respond when greeted by someone.
    It never hurts to be the first to greet someone.
  • Allow adults to go through the door first.
    Step aside and invite them to go first.
  • Ensure doors or thoroughfares are clear of bags.
    They can be a dangerous hazard.
  • Avoid standing and blocking thoroughfares.
    It is just a common courtesy to enable others to move freely.
  • Always be aware of the volume of one’s voice.
    If your voice is louder than everyone else’s, you need to moderate it.
  • Be mindful of the impact one’s voice is having on others.
    Are you interfering with other children’s learning? This applies when you are in the classroom and also when you are walking around the campus.
  • Look at the person who is speaking to you or your group.
    It makes communication so much more meaningful.
  • Remember manners such as ‘Please’ and ‘Thank you’.
  • Use a firm handshake. Look at the person whose hand you are shaking.
  • Be respectful. Do not speak when a teacher is talking or during formal occasions such as prayers or anthems.
  • Be polite if others are involved in a conversation and you need their attention.
    Wait and ask for permission to speak. “Excuse me Mr or Mrs…” is always a good start.
  • Enter all classrooms and offices in a polite manner.
    A knock before entering certainly helps. Wait for the teacher to acknowledge you or till he/she is free before speaking.

WELLBEING

Teachers and Executive staff members create engaging programs to assist students to learn about proactivity and decision-making, relationship building, resilience and antibullying practices. The aim is for these ’proactive or preventative measures’ to assist students to make positive and responsible choices in their lives. A variety of programs are used to support this. In order to provide students with the skills to be respectful and to build positive relationships, ֱ is implementing The Leader in Me, based upon Stephen Covey’s ‘7 Habits of Highly Effective People’. These include:
Independence or Self-Mastery – Teaching the students to take control of and for themselves
  • Habit 1: Be Proactive
    Take initiative and then take responsibility for your choices and the consequences that follow.
  • Habit 2: Begin with the End in Mind
    Consider your goals and values and strive towards choices that align with these.
  • Habit 3: Put First Things First
    Prioritise, plan and work towards your goals in a logical, productive manner.
Interdependence – Teaching the children to productively and positively interact with others
  • Habit 4: Think Win-Win
    Genuinely work hard to solve problems in a way that values and respects all people involved.
  • Habit 5: Seek First to Understand, Then to be Understood
    Use empathic listening to create an atmosphere of caring, and positive problem solving.
  • Habit 6: Synergize
    Combine the strengths of people through positive teamwork to achieve goals. Self Renewal

Rejuvenation and relaxation

  • Habit 7: Sharpen the Saw
    Take time to rejuvenate, relax and consider things with renewed energy.
Within this overarching structure, other programs are used to support specific areas. These include; Bounce Back, You Can Do It, Restorative Practices and Celebrating Strengths.
A range of avenues can be used to teach these programs including: classroom lessons (in Personal Development lessons as well as class meetings/sharing circles and in other subject areas such as Jewish Studies) and assemblies. This program is holistic and embedded in all that we do. One of these avenues is the grade Make A Difference (MAD) projects. Each grade choose an area of focus such as environment, local community and aged care. The students use the 7 Habits to plan and implement a project that makes a difference to others.

MINDFULNESS

The School is committed to teaching mindfulness techniques to the students in order for them to understand how their brains work and to manage their reactions proactively. Year 2 students complete the Paws b Mindfulness program created by Mindfulness In Schools Project (MiSP). Year 6 completes the .b Mindfulness program also created by MiSP.

KEY PERSONNEL RESPONSIBLE FOR WELLBEING

Classroom Teachers

As the main contact point for each child, it is always important that wellbeing and welfare issues are communicated to the classroom teacher.

Head of Primary and Deputy Head of Primary

The Head of Primary and Deputy Head of Primary oversee the wellbeing and welfare of all children in K-6. Where necessary, they will become involved with teachers, students, parents and the School Counsellor.

School Counsellors

School Counsellors are available for students, teachers and parents. In order for a Primary School student to access the Counsellors, a referral needs to be initiated by a parent or teacher. When appropriate, the School Counsellors will seek parental consent. If a student approaches one of the Counsellors directly, parents will be notified if the matter is significant and does not breach the requirements of child protection legislation.

KAVOD (HONOUR) SYSTEM

ֱ Merit Program

This program is based on an appreciation of student effort and contribution at school.
Each week teachers will present certificates for meritorious behaviour and/or high quality work. The Praise certificates will be presented by teachers at weekly assemblies on a Monday morning. Students will be able to earn certificates for acknowledgement of academic, social or behavioural growth and effort.

Honour Certificate Progression

Having earned five Praise certificates students will receive a Merit Certificate to be presented by the Head of Primary or his/her delegate.
Three Merit Certificates will earn the student a Distinction Certificate to be presented by the Head of Primary or his/her delegate.
Three Distinction Certificates will earn the student a Medal of Honour.
Any additional Distinction Certificate earned after a Medal of Honour, leads to a Mensch badge:
  • 1 Distinction results in Bronze Mensch badge
  • 2 Distinctions results in Silver Mensch badge
  • 3 Distinctions results in Gold Mensch badge
It is expected that each student will receive at least one Praise certificate per term. Teachers will monitor how many certificates each child has earned. In exceptional cases teachers may send the names of students who have demonstrated outstanding citizenship or academic work to the Head of Primary.

House Points

In order to further strengthen team spirit, teachers within their classrooms will also reward children by awarding House Points. Each week House Points will be collected by House Captains and announced at assembly. House Points can be awarded for a variety of activities for actions within and outside the classroom.

TESHUVAH SYSTEM

General Guidelines

Students are required to uphold the School’s rights and responsibilities including following the directions of teachers and other people with authority delegated by the School.
Where a student disregards rights and responsibilities, disobeys instructions or otherwise engages in conduct that causes or may cause harm, inconvenience or embarrassment to the School, staff members or other students, the students may be subject to consequences. The consequences imposed vary according to the behaviour and the prior record of the student.
The School prohibits the use of corporal punishment in disciplining students. The School does not explicitly or implicitly sanction the administering of corporal punishment by non school persons, including parents, to enforce discipline at the school.

Procedural Fairness

The School is committed to procedural fairness by which any student management process must be fair, unbiased and transparent.
The person against whom an allegation has been made has the right to:
  • Know the allegation and any other information which will be taken into account in considering the matter
  • Know the process by which the matter will be considered
  • Respond to the allegations
  • Know how to seek a fair review of a decision made in response to serious allegations that may lead to suspension or expulsion
  • Impartiality in an investigation and decision-making and an absence of bias by a decision maker.
Allegations of a breach of the School’s rights and responsibilities by a student will be properly investigated. As part of any decision-making process a student, either directly or with the support a parent and/or guardian, will have the right to put forward a case as to the circumstances of any alleged breach of the School’s rights and responsibilities.
The School and only the School has the right to decide on the appropriate consequence of any serious breach of this policy and must inform the student and the student’s parent/s and/or guardian/s of its decision in writing.
The general appeal process follows the School’s chain of command. Should there be a need for an appeal, the issue would be directed to the Head of Primary, then the School Principal and then the School Board.

Process for Using The Teshuvah System

Teshuvah is often translated as repentance, but a more accurate translation is ‘returning’ including a concept that no-one is perfect and that when we make mistakes, they are opportunities to reflect, repair and make a change to move forward more positively. Below is a grid for managing the Teshuvah process. This grid does not intend to include every possible behaviour but rather provides a guideline for common behaviours and a framework for considering restorative consequences. Records of student behaviour and restorative consequences are logged electronically on Edumate. This recording process involves the following steps:
  • Open Edumate
  • Go to the plus sign in the top right hand corner
  • Select Welfare
  • Select Discipline
  • Add the name and class of the child
    • Select What Happened
    • What has happened?
      • Homework
      • Diary
      • Uniform
      • Punctuality
      • Attitude to learning
      • Relationships with others
      • Respect
      • Other
  • Fill out the Details box (this also needs to be emailed to the class teacher)
  • Select the Teacher Response (you can choose more than one) o Teacher to meet with child to complete a reflection o Teacher to contact parents o Reflection at lunchtime o Behaviour monitoring systems o DHOP contact parents o DHOP meet with parents o Refer to Head of Primary o Other
  • The class teacher will then stamp the student diary and note what happened.
  • Each week a report summarising the weekly discipline record will be discussed by the Wellbeing Committee.

Steps In the Teshuvah Process

  1. Reflecting upon/understanding the situation and the impact of behaviours/choices
  2. Apologising/expressing regret where necessary and repairing any harm
  3. Accepting and completing any consequences
  4. Refraining from repeating the same behaviours

Primary School Rules

  1. Line Up and Enter Quietly: Wait for your teacher and enter quietly
  2. Be Ready: Have all your equipment ready for the lesson
  3. Listen: To your teacher and your peers
  4. Follow All Instructions: To be your best learner
  5. Speak Well: Use positive words, choose the right time and way to talk
  6. Raise Hands: To ask or answer questions
  7. Personal Learning Space: Think about your body position
  8. Respect Others: Care for others, use manners, be polite
  9. Fair Play: Hands off play
  10. Play Safe: Play in bounds, no hat no play
  11. Mobile Phones: Switched off, in bags, only used after school for pick up arrangements
Behaviours Impacting Others
Behaviour BlueResponse
GreenResponse
YellowResponse
Orange Response
RedResponse
Classroom
Behaviour
Calling out
Talking during independent work
Disrupting others
Answering back
Inappropriate language Disrespect
Dishonesty
Non-Compliance
PhysicalAggression Harassment and bullying Misuse of technology
(GoldenRules)
Rule reminder from teacher Teacher decides the number of rule reminders each period or session
Time out in classroom Misuse of technology iPad taken
Time out in buddy classroom Teacher consequence
-Missed golden time
-Missedactivity
-Time at lunch tidying
-Assisting with a job
-Paper pick up
-Technology reflection
Teacher contact parents Record onEdumate

Sent to Mrs Clemens, Ms Maynard or Mrs Milner Teacher contact parents Record on Edumate
Student see teacher at next break to reflect on behaviour. Reflection sheet signed by parents Separate desk for week

Repeated or extreme behaviour
-BehaviourMonitoringBooklet
-MissedPrivilege
-In-SchoolSuspension
-At HomeSuspension Mrs Clemens or Mrs Milner speak to parents Record onEdumate Examples of missed privilege:
-School event
-Excursion
-Sport
-Class reward
Playground
Behaviour
Unkind or rude words
Physical play
Out of bounds
Disrespecting others
Harassment and bullying
Rule reminder from teacher One reminder each break Extreme behaviour straight to YellowResponse
Time out on playground (5-10mins)
Reflection Room Reflection sheet signed by parents Record onEdumate
2-5 Reflection Room for repeated or extreme behaviour
Disrespect or dishonest adds a ReflectionRoom
Record onEdumate
Repeated or extreme behaviour has additional consequence:
-One week of playground
-Missed privilege
-In-SchoolSuspension
-At HomeSuspension

Behaviours Impacting Self
Behaviours
Level 1 Response
Teacher
(discussion and stamp) includes documentation Reflection sheet
Level 2 Response
Deputy Head of Primary –
DHoP
School Counsellor – SC The child’s behaviour has not improved or the first offence is serious enough to warrant a Level 2 response.
Refer to DHoP for immediate response on urgent matters
Level 3 Response in consultation with DHoP , HoP and at times in consultation
with the Principal
The child’s behaviour has still not improved or the first offence is serious enough to warrant a Level 3 response.
Uniform
● 3 times each term= stamp
● Nail polish remover available from DHoP
● K-2: Stamp on paper in folder
● Parents informed via stamp
● Missing non uniform day
● Call or email parent
● K-2: Consistent offender misses privilege
Hats
● Children take themselves toAdler
● If found in another area, children are sent to Adler to sit in the shade (3-6 may not collect hats from classrooms)
● Cannot represent school
Kippot/Siddur
● 3 times in 10 days = Jewish Life restorative session + Stamp
● K-2: Stamp on paper in folder
● Parents informed via stamp
● Call or email parent
● K-2: Consistent offender misses privilege
Equipment
● 3 times = Stamp in diary
● Reflection sheet
● Parents informed via stamp
● Call or email parent
● 10 minutes organization at lunch
Homework
● Each time students finish homework at lunch with teacher (misses out on any other activity and teacher informs coordinating teacher)
● After 3 times = double homework club and diary stamp – teacher signs
● Restorative discussion
● K-2 – missing Golden time
● Parents informed via stamp
● Call or email parent
● Two more = double homework club and diary stamp
● Ongoing – homework club every time – teacher signs
Diaries
● Not signed x3 in a row = Stamp in diary
● Reflection sheet
● Parents informed via stamp
● Call or email parent
● Classroom organisation
Punctuality
● Make up time after any offence
● 3 times = stamp
● Lunchtime reflection group
Work ethic
● Poor standard = own time
● Call or email parent
● Lunchtime with DHoP
Behaviours Impacting Property/Environment
Behaviours
Level 1 Response
Teacher
(discussion and stamp) includes documentation Reflection sheet
Level 2 Response
Deputy Head of Primary –
DHoP
School Counsellor – SC
The child’s behaviour has not improved or the first offence is serious enough to warrant a Level 2 response.
Refer to DHoP for immediate response on urgent matters
Level 3 Response in consultation with DHoP , HoP and at times in consultation
with the Principal
The child’s behaviour has still not improved or the first offence is serious enough to warrant a Level 3 response.
Littering
● Teacher management
● Restore mess
● Clean up surrounding area


Damaging property
● Teacher management
● As deemed necessary discuss with parent
● Stamp in diary
● Restore damage


● DHoP to contact parents and Maintenance
Manager to establish
follow up and repair
● Suspension/Expulsion
Stealing
● (Low-level eg.
collecting pencils) teacher management with parents contacted
● DHoP/ SC to complete documentation
● Call parents


● Suspension/Expulsion
Unsafe behaviour
● As deemed necessary discuss with parent
● Stamp in diary
● DHoP/ SC to complete documentation
● Stamp in Diary
● Call or email parent


● Suspension/Expulsion

SUSPENSIONS AND EXPULSION

Decisions regarding suspensions are made by the HoP and/or Deputy HoP. Where necessary, consultation with the Principal or delegate and School Counsellors will take place, especially in cases of on-going and escalated negative student behaviour. Negative behaviour is often symptomatic of deeper wellbeing or psychological issues that require specific support and treatment from trained professionals such as counsellors and psychologists. The School often recommends work with the School Counsellors or an external counsellor, therapist, psychologist or psychiatrist as a key strategy for managing negative behaviours. It is expected that parents support and follow-through on the School’s recommendations.

In-School and At Home Suspensions

A student may be issued a suspension if he/she reaches the top behavioural levels in the tables above. For ‘Behaviours Impacting Others’ this is Red Level. For ‘Behaviours Impacting Self’ this Level 3. Behaviours warranting a suspension are repeated or extreme.
For repeated negative behaviours, students move through lower level consequences such as reflection activities, time off the playground or other teacher consequences as listed in the tables above. If there is an ongoing pattern of negative behaviour without change, the consequences then escalate to a higher level. Repeated negative behaviours are often managed by the DHOP or the HOP. Throughout this process there is also ongoing communication with the students’ parents. The first line of contact is the class teachers and then if behaviour escalates, the point of contact becomes the DHOP or HOP.
Behaviour Monitoring Booklets are used with students to set goals and change habits or patterns of behaviour to being more positive and productive. Teachers may develop very personalised booklets that are connected to student interests or circumstances. In the first instance Behaviour Booklets are used to motivate positive behaviour. A benefit of Behaviour Monitoring Booklets is the feedback it provides to parents across all subject areas. Behaviour Monitoring Booklets are most effective when used in collaboration with home and there is a consistent message about goals and expectations. Where necessary teachers will collaborate with the DHOP to coordinate and manage this process. Where goals are not met, there may be agreed upon consequences. This is communicated to the student in advance with clear targets and expectations.
For extreme negative behaviours, the student may not move through lower level consequences. The level of behaviour may necessitate escalation straight to a suspension or expulsion.
Procedures for suspension:
  • DHOP has a conversation with the student (and possibly other people involved) to understand their perspective, provide feedback on their behaviour and explain why they have reached the level of a suspension. This conversation is done privately and discretely.
  • The student is given an opportunity ask any questions so they understand the decision.
  • DHOP contacts the student’s parent/s to inform them of the decision. The parent/s are given an opportunity to ask any questions so they can understand the decision. The focus of this conversation is collaboration so the parents can support the consequence in order to optimise student learning and growth.
  • Whenever possible, the suspension takes place the subsequent day. This reduces the sense of anticipation for the student.
  • For an in-school suspension, the student works independently in the DHOP office on learning activities set by their class teacher. The DHOP spends some time with the student reflecting on their behaviour and making a proactive plan for the future. The duration of this reflection depends on the length of conversations prior to the suspension. It may be the case that there have already been detailed discussions with the student previously.
  • If the DHOP cannot supervise the student on suspension for a part of the day, they may be asked to work in a different space such as the Primary Office or SLC.
  • Following a suspension, the student may have a session with the School Counsellor to assess whether further support in this domain is required to support further growth and development.
  • Teachers do not communicate or discuss the student’s consequences with their peers. This is to respect the privacy of the student. A discussion about a suspension may take place amongst a staff team (for example Year 6 teachers) or the Wellbeing or Welfare staff teams.
  • An at-home suspension may be issued for a number of reasons including: as an escalation from in-school suspensions, the safety of students or teachers is in question, supervision at school is not possible, a child’s on-going enrolment is under discussion,
  • Students in Year 6 who are issued with a suspension may be asked to step down from their leadership position for a period of time or event. In extreme situations, a child may have his/her leadership role taken away permanently.

Expulsion

A student may be asked to leave the School or issued with a formal expulsion if they reach the top behavioural levels in the tables above. For ‘Behaviours Impacting Others’ this is Red Level. For ‘Behaviours Impacting Self’ this Level 3. Behaviours resulting in a expulsion are repeated or extreme.
For repeated negative behaviours, students move through lower to higher level consequences first. Higher level consequences include Behaviour Monitoring Booklet, missed privilege or event, in-school or at-home suspensions. If there is an ongoing pattern of negative behaviour without positive change, then students’ enrolment will be brought into question. Repeated negative behaviours are often managed by the DHOP, the HOP or Principal. There is also discussion between the School and the President of the Board or his/her delegate. Throughout this process there is ongoing communication with the students’ parents/carers. For extreme negative behaviours, the student may not move through lower level consequences. The level of behaviour may necessitate escalation straight to an expulsion.
Procedures for expulsion:
  • DHOP and HOP meet with the Principal to discuss the student behaviours. This conversation may also involve the School Counsellors.
  • The student’s parents will be asked to meet with the Principal, HOP and DHOP.
  • This meeting may also involve the School Counsellors.
  • The staff team discuss the student behaviours with the parents. The parents are given the opportunity to ask any questions to gain further clarification. The parents may also have additional information of a different perspective that they wish to share with the staff team.
  • In this meeting it is likely that the Principal gives the parents a preliminary decision. The parents then have a right of reply to provide any additional information that may be pertinent to the final decision.
  • DHOP, HOP or Principal may also have a conversation with the student to understand his/her perspective, provide feedback on the behaviour. This conversation will be done privately and discretely.
  • The student will be issued with an at-home suspension during the decision making process. During this time the class teachers provide learning activities for the student to do at home.
  • The Principal contacts the student’s parents to inform them of a final decision. This is formalised in writing.
  • The parents and staff team may consider it worthwhile for the student to have an opportunity ask any questions in order to understand the decision. This will be done in a separate meeting, if appropriate.
  • Following an expulsion, the parents may request that the staff team assist with a transition to a new school. This is at the discretion of the parents. The DHOP or HOP are able to provide handover information to a new school or psychologist if the parents feel this would be beneficial.
  • Teachers do not communicate details or discuss the student’s consequences with
  • their peers. It is likely that teachers will need to inform the cohort that the child has left the school. This is common practice whenever a child leaves under any circumstances. This is done in a manner that respects the privacy of the student. A discussion about an expulsion may take place amongst a staff team (for example Year 6 teachers) or the Wellbeing or Welfare staff teams.
  • Examples of higher level behaviours that may result in an expulsion include extreme physical violence or aggression, significant misuse of technology, bullying or harassment, behaviours that are sexually inappropriate, very unsafe behaviour, breach of privacy or an act that is illegal

TECHNOLOGY USE

iPad Golden Rules

  1. Only use apps that form part of the learning activity.
  2. Only use school email and airdrop for communication related to learning (ask for permission).
  3. Only play educational games at school.
  4. Close your case when requested by your teacher (by the count of five).
  5. Store your device in the iPad trolley at the end of the day and plug it in for charging.
  6. Only use your iPad during teacher directed learning time.
  7. When walking your iPad must be closed.
  8. iPads are not to be used at lunch unless you are completing a learning task with a teacher.
  9. Do not listen to recreational music when using your iPad.
  10. Use the photo/video/audio functionality of device appropriately. Always ask permission before taking or sharing photos or videos.
  11. Use the internet responsibly. Remember that teachers have the right to search internet history, camera roll images and downloaded apps. Students are not to clear internet history.
In a week:
  1. Two golden rules broken: iPad taken for the day and a note in diary or email to parents.
  2. Four golden rules broken: Technology Reflection with class teacher.
  3. Extreme infringement will lead to immediate consequences.

MOBILE PHONE RULES

  • K-6 students are not to use mobile phones before school or during the school day
  • K-6 students store their mobile phones in their school bags during the day
  • Students can only use mobile phones after school to contact parents/carers regarding pick-up arrangements
  • Any mobile phone that is out during the day should be confiscated from the student and taken to the Deputy Head of Primary’s office
  • Confiscated mobile phones can be collected from Deputy Head of Primary’s office in the afternoon
  • Repeat offenders will have their phone confiscated for longer periods of time and parents will need to come and collect the phone from Deputy Head of Primary’s office

ANTI BULLYING

Purpose
At ֱ we believe that all members of the community have the right to a learning and work environment free from intimidation, humiliation and hurt. We all share a responsibility to foster, promote and restore healthy relationships. We believe that bullying is unacceptable and we (students, staff and parents) all share a responsibility for preventing it.
At ֱ we define bullying as repeated or isolated but severe verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more person.
Bullying takes many forms, all of which will cause distress. Examples of bullying may include:
  • Physical: hitting, pushing, tripping, kicking, spitting on others etc
  • Verbal: teasing, using offensive names, ridiculing, spreading rumours etc
  • Non-Verbal: writing offensive notes or graffiti about others, using e-mail or text messaging to hurt others, rude gestures etc
  • Exclusion: deliberately excluding others from a social group and group activities, refusing to sit next to someone etc
  • Extortion: threatening to take someone’s possessions, food or money etc
  • Property: stealing, hiding, damaging or destroying property etc
  • Cyber: any form of bullying which is carried out through electronic means such as mobile phones, email, chat room, social networking, ‘sms’, web page etc
Prevention
We believe that prevention strategies through education involving the whole school community (students, staff and parents) are more likely to reduce bullying. Therefore, at ֱ we recognise that we all share the responsibility to prevent bullying.
Strategies
  • Explicit teaching of positive behaviours embedded within the personal development curriculum using the 7 Habits of Highly Effective People to foster positive relationships, conflict resolution, resilience and proactive bystander action.
  • Regularly recognising and acknowledging students who demonstrate appropriate behaviours that promote and restore healthy relationships. We encourage students to use restorative strategies to ensure they are making amends and improving their relationships.
  • Buddies are used to foster positive cross-age relationships within the School.
  • Vigilant classroom, playground and transition supervision. Provision of safe and structured playground spaces and activities at break times.
  • PRAQ questionnaires (Ken Rigby) and school-developed questionnaires are used to gather data and identify both positive and negative patterns of behaviour in individuals and groups.
  • The five-finger approach that encourages students to ignore, speak to a friend, walk away, speak firmly and report it.
  • Each year we promote Anti-Bullying Day by running a number of whole school activities and lessons in classes.
At ֱ students are encouraged to:
  • Take some positive action to stop the bullying if they observe an incident by using the five-finger Approach
  • Report the bullying incident to a teacher as soon as possible
  • Make it clear to their peers that bullying is not accepted
At ֱ staff are expected to:
  • Take some positive action to stop the bullying when they observe an incident
  • Pass on information about any reported or observed bullying behaviours to the class teacher / school counsellor / DHOP / HOP
At ֱ parents are encouraged to:
  • Listen to their child and encourage their child to speak to their teacher.
  • Contact the school if they have a concern (class teacher / school counsellor / DHOP / HOP).
Response
Bullying is viewed as a major breach of the ֱ’s rights and responsibilities and therefore follow-up action will align with our school Student Management policy. Any reports of bullying will be investigated and appropriate action will be taken promptly. The response to bullying will include:
  1. Guidance and other support for the recipient of the bullying (eg re-skilling and reteaching of strategies, resilience and social skills, counselling, conflict management skills, social net working etc).
  2. Guidance and support for ‘bystanders’, ‘supporters’ and witnesses of the bullying (eg intervention strategies etc),
  3. Age appropriate and consistent restorative consequences for students involved as necessary (eg consistent with school Student Management Policy).
  4. Where appropriate informing parents as stated in the policy and involving them in any action and follow up.
  5. Sigificant consequences for ongoing or severe instances of bullying.
Investigation and Follow Up
In discerning appropriate responses to bullying, the collective welfare of the school community will be balanced with the individual needs of the student.
Recommended resource for interviewing and follow up of Bullying incidents – “Six Methods of Bullying Interventions” Ken Rigby.
  • Preliminary interview(s) will be conducted to ascertain the specific nature of the bullying. These interviews should be with individuals initially (ie student being bullied, students witnessing bullying, student engaging in bullying behaviour, staff etc).
  • The initial interviews should focus on the safety of individuals. This should include:
    • a clear statement that reinforces that ֱ does not tolerate bullying. o a risk assessment to ascertain the risks to the student making the allegation, the student about whom the allegation has been made, students who are bystanders and staff.
    • immediate preventative actions that will be implemented to avoid further incidents.
Decisions will be made as to the level of severity of the incident and whether the parents of those involved need to be informed and what (if any) consequence needs to be issued.
  • Relevant staff members will be informed about the incident, consequences and the follow up needed.
  • Follow-up meetings with relevant staff members should focus on appropriate strategies to assist and support all involved. This will specifically identify the inappropriate behaviours, name the replacement behaviours, outline strategies to support the replacement behaviours and reinforcers (both negative and positive) when behaviours occur.
  • A record of the separate interviews should be kept (where?).
  • Regular monitoring and follow up with the students involved is necessary.
  • Review of the situation will take place to modify strategies and supports.
  • Review of instances involving bullying may lead to changes to school practice and procedure.
  • Any further recurrence of bullying may result in an issue of warning re suspension and could lead to the implementation of suspension procedures and, if necessary, removal of the student from ֱ.

Appendices

See Appendix A Leader In Me approach to bullying. These are displayed around the school and used for reference.

STUDENT LEADERSHIP

The Leader In Me program at ֱ encourages children to become effective in their personal pursuits and organisation as well as their interpersonal relationships. Within this framework ֱ promotes Roland Barth’s (2001) concept of leadership, ‘making happen that in which you believe’. This allows students to celebrate their own successes as a leader as well as showing leadership within groups.

Student Leadership (K-6)

Children at ֱ (K-6) have various opportunities for leadership. Prior to the commencement of each program, staff members discuss any election procedures, the key responsibilities and make any necessary adjustments to the program and/or students’ roles within it. There is a staff leadership position that oversees student leadership. The Student Leadership Team Leader oversees the student leadership programs in the Primary School and liaises with the Head of Primary and Deputy Head of Primary to innovate within the area of student leadership. ֱ’s leadership opportunities and procedures include the following:
1. Student Representative Council (SRC)
The SRC consists of class representatives from Years 3-6, elected each semester by their peers. Relevant school issues are discussed in an open forum.
Election Procedures:
Each class conducts a ballot to nominate 2 students to represent the class at the SRC meetings. The election process is managed by each classroom teacher. Students receive a badge to signify their position within the school community.
The SRC meets fortnightly and is facilitated by two Primary classroom teachers. The teachers monitor the progress of the groups and liaise with the Head and Deputy Head of Primary. From time to time there is collaboration between the Primary and High School SRCs.
Main SRC Responsibilities:
The SRC is responsible for participating in and supporting school charity programs and school improvement initiatives (such as competitions for cleanest playground and classroom areas). They also discuss and create solutions to problems raised by their peers in class meetings.
The SRC representatives are responsible for presenting their ideas and feedback to classes and the School as necessary.
2. Year 2 Buddy Reading Program
The children in Year 2 are involved in a Buddy Reading Program with the children from Kornmehl Pre-school. During Terms 2, 3 and 4 the Year 2 classes visit the Pre-School each week (rotating fortnightly between the classes) to read to the children from the PreSchool. The classroom teachers accompany the students. The connections formed during this time are fostered in the following year when the Year 3 children can support the Kindergarten children in their first year of schooling.
3. School Captains (Madrichim) and Year 6 Leadership Program
School captains, Madrichim and Leaders are Year 6 children who are voted into the key leadership positions at Emanuel Primary School. The Leadership program is monitored, managed and evaluated by the Year 6 class teachers, Head and Deputy Head of Primary. In cases where leaders are working within a specialist area (Gross Motor Captains, Jewish Life Captains etc) the appropriate staff member is involved in their management. Regular meetings are held with the various leadership groups and support is given to them.
Election Procedures
1. Online Application Form
Students wishing to hold a leadership position need to complete an online Google Form. Here students need to nominate which leadership roles they would be interested in and explain why they would be suitable for these roles.
2. Additional Short Answers for Madrich/a Application
On the Google Form there is an additional section for madrich/a application. Madrichim are expected to be role models for the rest of the student body and as such should conduct themselves in an exemplary manner.
Additional questions for students:
  • What qualities do you posses that you believe will assist you in being a good leader?
  • What challenges/difficulties do you think Primary Madrichim face?
  • What initiatives would you like to introduce if you were assigned the role of Madrich/Madricha?

Main Responsibilities of Year 6 Leaders

Role Description
Madrichim
! Role models for students (help with lining up, school events, playground)
! Running assemblies and preparing news reports
! Organisation and leadership in school events
! Welcome visitors to the school
! Assist teachers and students as required
! Termly projects e.g. Anti-Bullying Day, Primary Ping Pong Competition, Y2 Transition Program
! Advocates for The Leader In Me by creating short videos for assembly
! Contribute to Ma Nishma reports when needed
House Captain
! Represent their House and lead by example
! Work as team with their fellow House Captains
! Tally house points and present in assembly
! Get to know the members of their House
! Encourage student involvement in Sporting events and House activities
! Assist with running the K-2 Sport carnivals
! Lead their Houses is war cries and chants at carnivals
! Organise decorations for the stands at carnivals
! Lead various House based lunch time competitions and activities e.g. tug of war, soccer, frisbee, dodge ball, relays
! Contribute to Ma Nishma reports when needed
Jewish Life
Leader
! Positive role model to the school through active participation Involvement in a variety of Jewish Life activities and events in the school
! Lead during prayers including Torah Service and Kabbalat Shabbat
! Involved in all chaggim with guidance from teachers
! Assist staff in organising various aspects and festivals for Jewish Life
! Contribute to Ma Nishma reports when needed
SRC Leader
! Attend SRC meetings
! Run the annual ‘Emanuel’s Got Talent’ showcase
! Take on leadership roles of chairperson, secretary and marketing
! Help to implement initiatives and report back to students in assemblies
! Liaise with Primary School Charity Leaders
! Liaise with High School SRC for combined activities as necessary
! Make SRC announcements to the Primary School
! Contribute to Ma Nishma reports when needed
IT Leader
! AV setup for assembly and school events
! Prepare videos about school events
! Assist with organising the annual Innovation Showcase
! Assist in the lunch time IT clubs
! Contribute to Ma Nishma reports when needed
Chess Leader
! Be an active member of the Chess Team
! Assist with chess training
! Run lunch time chess competition for students
! Announce chess results at assembly
! Contribute to Ma Nishma reports when needed
Debating Leader
! Be an active member of the Debating Team
Assist with organization for the Emanuel Cup Debating Competition
! Announce debating results at assembly
! Assist with debating training and adjudication
! Contribute to Ma Nishma reports when needed
Music Leader
! Promotion of participation in ensembles, performances and Music Camp
! Participating in ensembles and being a role model for other members by displaying excellent punctuality, commitment and organisation
! Assistance at various performances (programmes on chairs/set up/announcements etc)
! Assistance in running Music Assemblies and events
! Contribute to Ma Nishma reports regarding musical events when needed
Art Leader
! Assist with the annual Art Exhibition, hanging art works and giving a speech on the opening night
! Interviewing students (through video documentation) about their artworks used at the Art Exhibition
! Assistance with hanging artworks for the IPSHA Art Show
! Scanning artworks one lunch time a term to document art works
! Run an Art competition for students
! Assist with art activities around the school
! Attending meetings with for upcoming events
! Contribute to Ma Nishma reports when needed
Environment Leader
! Be an active member of the Green Team
Be involved in environmental initiatives in the school
! Involvement in garden projects around the campus
! Running environmental initiates such as Waste Free Friday
! Contribute to Ma Nishma reports when needed
Tzedakah
(Charity)
Leader
! Help coordinate the key charity events throughout the school
Help to count money raised at Primary School charity events Create posters and advertising material to promote upcoming events
! Contribute Ma Nishma reports after each charity initiative
K-2 Play
Leaders
! Assist younger students to make friends and play positively Be buddies to children who are experiencing difficulties playing with others – assist them to make positive connection with other during playtime
! Lead the Year 1 Play Pals program
! Supervise games such as soccer, cricket and handball and ensure children are play by the rules and in a fair way
! Report any concerns to the teachers on duty
! Monitor the use of play equipment
! Contribute to Ma Nishma reports when needed
Gross Motor Leader
! Assist with setting up of the Gross Motor on Tuesday and Wednesday
! Assist in the lining up process before the circuit commences
! Supervise a group during Gross Motor
! Encourage positive participation
! Demonstrate activities to the children experiencing difficulties
! Assist in the packing up process and encourage the K-2 children to help
! Be on the lookout for children having difficulties or behaving poorly and report these to the teachers immediately
! Contribute to Ma Nishma reports when needed

What can I do to stop bullying?

Habit 1 – Be Proactive
I do the right thing, even when no-one is looking
I act kindly towards others
I choose my actions
I take responsibility
I stick up for myself
I stick up for others – I’m not just a bystander
I report all bullying, including cyber-bullying I have secure passwords that I keep private.
Habit 2 – Begin With the End in Mind
I try to make a difference so those around me are happy
I think before I act
I treat others as I would like to be treated
Habit 3 – Put First Things First
I focus on what is really important.
Habit 4 – Think Win Win
I don’t put others down to get what I want
I try to solve problems fairly
Habit 5 – Seek First to Understand and Then be Understood
I listen to others
I ‘step inside’ to see things from other people’s views and understand how they feel
Habit 6 – Synergise
It is important to get along with other people, even though they are different from me I am accepting of others
Habit 7 – Sharpen the Saw
I spend time looking for the good in myself and others
I reflect on what have I learnt from situations
I learn from my mistakes

All Of Israel Is Responsible For One Another

Talmud: Shvuot 39a
כל ישראל ערבים זה בזה - Kol Yisrael Arevim Ze B'ze

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