The Grange P-12 College

 

The Grange P-12 College has two campuses: one primary and the other secondary with approximately 2000 students.
 The College is organised according to the Stages of Learning: P-4 Early Years, 5 -6 Middle Years, 7-8 Middle Years, 9-10 Senior Years and 11 -12 Later Years, each lead by an Assistant Principal and Leading Teachers.  The staff and students in each stage of learning, are supported by Assistant Principals in ICT, Student Well Being and School Operations with the main focus on improved student outcomes. The school is lead through on a distributive leadership model that promotes shared leadership throughout the college. 
 The College provides a broad range of educational opportunities to cater for all students.  The College is integral to the community and believes that this is demonstrated by our ongoing commitment and involvement in community organizations such as The Grange Community Centre, CREATE Wyndham, Jobs Pathways Program, Wyndham Youth Resource Centre, Smith Family and other community support agencies.

The Grange P-12 College is committed to building a secure learning environment where all students feel culturally, emotionally and physically safe.  Students are provided with a variety of age appropriate opportunities to explore pathways relevant to them. This enables students to be empowered with the skills to make appropriate choices regarding their own learning.  All students will be given an opportunity to reach their full potential by providing engaging and stimulating learning environments.
All prevention and intervention engagement and wellbeing programs are developed in response to student needs that have been determined by up-to-date research, as well as quantitative and qualitative analyses of school data. Data is used to evaluate and refine current programs.
We recognise the importance of interagency collaboration in supporting and improving students learning outcomes and wellbeing.
At The Grange we support the use of Restorative Practices when helping students reflect on relationship difficulties, as well as, bullying and harassment incidents. Restorative justice techniques, allows students to consider what they need to do to repair the harm they may have caused others. Many teachers have been trained in using restorative language in order to improve relationships amongst students, and teachers. Sometimes class circles are facilitated to improve class relations.
 

The school values cooperation and teamwork amongst all the school community. The Grange P-12 College is committed to all members of the school community working together to provide a safe, caring and stimulated learning environment.

3.1. The P-12 School values are:
• Respect    
Respecting self and others, school and community property. This includes listening and valuing all opinions and views.

• Teamwork (Co-operation)    
Being willing to share ideas, resources and skills with each other.

• Self Discipline    
Working diligently and always striving to do the best that one can do.

• Learning    
Acknowledging that acquiring knowledge is a lifelong process.

All members of the school community should model appropriate social behaviour and should be respectful of others. We believe that the importance of positive personal relationships is one of the key underpinning values of The Grange P-12 school community.

3.2. All students have the right to:
• Be treated fairly and respectfully by all members of the school community
• Be safe and secure
• Stimulating teaching and learning
• Learn in the classroom without interruption
• A clean, ordered and safe learning environment
• Equitable access to school programs regardless of gender and cultural background
• Express their views appropriately through the Student Representative Council and the School Council
• Receive ongoing communications, assessments and reports about their progress.

 

3.3. All students have the responsibility to:
• Come to school in correct uniform
• Bring equipment ready and prepared to learn
• Attend school 95 % of the time or more; be on time to school and all classes
• Remain at school in class for the whole day
• Participate in College programs that are offered appropriate to their year level
• Respect the right of others to learn and be willing to take on all learning opportunities
• Communicate clearly and honestly any issues of concern they have about their learning to an appropriate staff member
• Care for their own property/equipment and respect the property/equipment of other students and of the school
• Respect the individuality of others regardless of gender, religious and cultural background
• Respect their personal health and emotional wellbeing (and that of others) and comply with school regulations associated with  prohibiting the use of cigarettes, alcohol and other drugs
• Use digital technology and electronic communication in a safe and respectful manner

 

At The Grange P-12 College all staff have a shared responsibility for the development and provision of appropriate, relevant and challenging curriculum and co-curricula programs that give students the opportunity to experience success in their learning and future pathway.

 

4.1. Staff Expectations:
• Commit and adhere to the school values
• Use inclusive teaching practices – that provide for individual difference
• To ensure each student experiences success at school
• To have a belief that all students can learn and provide them with engaging curriculum
• To ensure a safe learning environment
• To monitor and follow up student attendance
• To facilitate the development of student individual strengths and interests
• To provide opportunities for students to explore pathway directions from Prep to 12 (e.g. transition and retention)
• To foster and support the wellbeing of students
• To seek guidance and/or know when to refer students to appropriate school personnel (Careers, Wellbeing, Coaches, Year Level Leaders, etc.).

 

4.2. Student Expectations:

• To work in an educational environment that is safe, supportive and inclusive, where they are able to develop their talents, interests and ambitions.

• To participate fully in the school’s educational program and to attend regularly.

• To display positive behaviours that will demonstrate respect for themselves, their peers, their teachers and all other members of the school community.

• To take responsibility for their own learning and participation as members of the whole school community.

• To actively contribute to creating a positive learning environment.

 

4.3. Parents/Carers Expectations:
• To expect that their children will be educated in a secure environment in which care, courtesy and respect for the rights and property of others are encouraged
• To promote positive educational outcomes for their children by taking an active interest in their child’s educational progress and by modelling positive behaviours.

• To ensure their child’s regular attendance. A minimum of 95% attendance is required.

• To engage in regular and constructive communication with school staff regarding their child’s learning.

• To support the school in maintaining a safe and respectful learning environment for all students.

 

4. 4. STUDENT SUPPORT PROGRAM DESCRIPTION FOR BOTH CAMPUSES.

 

 

	Callistemon	Deloraine
Student Care and Management - campus based	Teacher –Student Wellbeing DEECD Support services Leading Teachers Assistant Principal – Student Wellbeing   Student Management Tool MGM SMS System ECases Environmental Master Plan	Student Counselor DEECD Support services Careers Counselor MIPS Coordinator Health Promotions Nurse Leading Teacher -Student Wellbeing Home group teachers Year Level Leaders & Assistants Assistant Principal – Student Wellbeing Youth Connections (weekly) Individual Lockers Environmental Master Plan Student Management Tool MGM SMS System ECases
Meetings	Leadership Meetings Integration Program meetings Fortnightly Wellbeing Team Meetings Professional Learning Team meetings Professional Learning Program Callistemon Management Team Management Leadership Team ESmart School Project	Wellbeing Team meeting (weekly, cross campus fortnightly) Professional Learning Team meetings Later, Senior & Middle School Meetings Professional Learning Program ESmart School Project Deloraine Management Leadership Team Management Leadership Team
Curriculum	Literacy, Numeracy, ICT Coaching P-10 (regional & school based) Learning Walks Tribes Process –across the campus Restorative Practices – small group conferences, class conferences Internet Safety	Literacy, Numeracy, ICT Coaching P-10 (regional & school based) High Achievers Program (Leading Teacher support). Evolve at Typo Year 9 Project/Inquiry Program Year 12 Elevate Program VET/VCAL Work Experience MIPS/Career Counselling Home group Year Level Assemblies Restorative Practices – small group conferences, class conferences Health Education Internet Safety Year 9 Student Wellbeing day Year 10 Student Wellbeing day
Extra Curricula Activities/ Programs (only a select example).	Junior School Council (Student Leadership) Breakfast Club Bigger Buddies Lunch Time Social Skills Group Dance Group, Basket Weaving/Hair Braiding Seasons Grief and Loss Program	Wide Range of Programs which include: Bigger Buddies; VCE Supportive Friends; M Power for girls; Student Leadership; Cool Actions; and special weeks – Mental Health Week, National Youth Week. Structured Lunchtime activities program Breakfast Club

 The  following table provides a guideline to the support and programs available across both campuses.

 

5.1. Student engagement, regular attendance and positive behaviours will be supported through relationship based whole-school and classroom practices, including:
• establishing predictable, and fair classrooms and school environments
• ensuring student participation in the development of individual classroom rights and responsibilities and whole school expectations
• providing personalised learning programs where appropriate for individual students
• consistently acknowledging all students and their cultural diversity
• empowering students by creating multiple opportunities for them to take responsibility and be involved in decision-making
• providing safe physical environments that foster positive behaviours and effective engagement with their learning

 

5.2. Inappropriate behaviours, including irregular attendance, will be responded to through a staged response, including:
• ensuring a clear understanding of expectations by students, parents/carers and teachers
• providing consistent school and classroom environments
• involving and supporting the parents/carers
• mentoring and/or counselling
• developing individualised flexible learning, behaviour or attendance plans
• linking students and families with community support and health agencies.

 

5.3. A student may only be excluded from school in situations where all other measures have been implemented without success or where an immediate suspension is the only appropriate course of action in response to the student’s behaviour.
The Staged Interventions which may be used prior to suspension include:
• A range of positive behaviour interventions
• Learning plans, behaviour and attendance contracts
• Parent/carer contact – telephone conversations and meetings
• Time-out/Withdrawal/In-school suspension from class if a student’s behaviour significantly interferes with the rights of other students to learn or the capacity of a teacher to teach a class, that student may be temporarily isolated from regular classroom activities or, in more severe cases, required to leave the classroom for a specified period of time. Where appropriate, parents/carers should be informed of such withdrawals.
• Referral to Leading Teachers; Assistant Principals; DEECD Key Personnel
• Referral to school based positive behaviours programs (e.g. Bigger Buddies; Boyz Crew)
• Use of  the Student Management Tool to monitor and track students at risk with the aim of providing appropriate early intervention
• Lunchtime Detentions - teachers may require a student to finish school work that has not been completed in the regular classroom or to undertake additional or new work or duties at a reasonable time and place. Lunchtime detentions are used to support the implementation of both the Uniform and Attendance policy. No more than half the time allocated for any lunchtime may be used for this work.

• Convening of a Student Support Group (SSG) and SSG meeting (See Effective Schools are Engaging Schools - Student Engagement Policy Guidelines for process required).

 

5.4. Discipline procedures – suspension and expulsion
When considering suspension or expulsion, schools are required to follow the procedures listed in section 4.3 of the DEECD guidelines published in Effective Schools are Engaging Schools Student Engagement Policy Guidelines

 

LINKS TO ASSOCIATED COLLEGE POLICIES:

This policy should be read in conjunction with the following:
• The Grange P-12 College Internet Acceptable Use Policy
• The Grange P-12 College Mobile Phone Policy
• The Grange P-12 College Sexual Harassment Policy
• The Grange P-12 College Anti-Bullying Policy
• Attendance Policy

TIMELINE/POLICY REVIEW AND EVALUATION

• Wellbeing Teams on both campuses to audit implementation plans and programs on against the Victorian Framework for Student Support, Safe Schools are Effective Schools, Effective Schools are Engaging Schools Policies and review policy 2012.