Student Engagement & Inclusion Policy

This policy reflects the DET Student Engagement and Inclusion Guidance and was produced in consultation with the school community in August 2014.

Table of Contents

1. School Profile      1
2. School Values, Philosophy and Vision   2
3. Guiding Principles      3
4. Engagement Strategies     4
5. Identifying Students in Need of Extra Support  5
6. Shared Behaviour Expectations    5
7. School Actions and Consequences    5
8. Engaging with Families     6
9. Evaluation      6
10. Appendices and Related Policies    7
Appendix 1: Statement of Rights and Responsibilities 8
Appendix 2: Shared Behaviour Expectations  9
Appendix 3: Whole School Discipline Process  15

1. School Profile

Glen Waverley South Primary School is located in the eastern suburbs of Melbourne in the City of Monash. The buildings are surrounded by spacious, well maintained grounds with an abundance of shaded areas, age appropriate playground equipment, an oval and a variety of outdoor courts catering for various sporting activities.  Glen Waverley South Primary School shares the same site as Brentwood Secondary College and Greenland Childcare centre/preschool. Major building works were completed in 2011 creating 2 new Learning Studios.

In 2014 our enrolment is 328, and we have a staff of 28.  At Glen Waverley South Primary School we are proud of our friendly and inclusive culture. Our school is enriched by a diverse and multicultural community:
• In 2013, 73% of total enrolments were students with a Language Background Other Than English (LBOTE).
• English as an Additional Language (EAL) funded students made up a substantial 37.5% of total 2013 enrolments.
• The 2010-13 average EAL proportion was 40.2%, indicating a trend to increasing percentages of EAL students.

Approximately 19% of the school community received the Education Maintenance Allowance (EMA) in 2014.

The open learning environment facilitates 21st century pedagogy. A new state of the art multipurpose facility enriches the Physical Education, Visual Arts, Instrumental Music and the Out of School Hours programs. Features include a full sized basketball stadium with change rooms, stimulating visual arts and music studios and a spacious well-resourced ‘Out of School Hours’ area with a modern kitchen. The school has a fully networked Information and Communication Technology Global Learning Centre, Library and Science room. Each learning space is equipped with an interactive whiteboard and all students have access to iPads, digital cameras, voice recorders, laptops and computers.

Specialist teachers provide expertise in the areas of Visual Arts, Languages (Japanese), Physical Education and Sport and Reading Recovery. Electives are a major feature of our Levels 5 and 6 specialist programs. In addition to the core curricula, enrichment programs are provided by way of an instrumental music program, choir, school musical, excursions, camps, environmental club, Work Safe for Kids club, sports, Special Religious Education (SRI), rock band, taiko (Japanese drumming) group and lunchtime clubs. The school provides high quality, registered programs for Outside School Hours Care, including Before School Care, After School Care (including Pupil-free Days) and Vacation Care.

Glen Waverley South Primary School has a strong tradition of parent and community partnerships. An active School Council, Junior School Council, parent group and numerous volunteers represent a learning community committed to the school’s vision.  Glen Waverley South Primary school’s 2013 Student Family Occupation (SFO) Density of 0.36 placed the school around the 80th percentile level for all government schools. This indicator of relatively high socio-economic advantage has remained stable. The Educational Maintenance Allowance (EMA) is currently accessed by 19% of families.

Currently our 328 enrolled students are grouped into thirteen classes structured in 7 Levels, Foundation and Levels 1 to 6. There are two Foundation classes, three Levels 1/2 and four each of Levels 3/4 and 5/6 multi-age classes. Organisation of professional learning teams (PLTs) reflects this arrangement, with one PLT for each of the combined Levels.

The 2014 school staffing profile comprises a Principal, an Assistant Principal and a Leading Teacher, and:
• 13 classroom teachers.
• two teachers offering individual and small group support (including Reading Recovery).
• three specialist teachers – Languages (Japanese), Physical Education and Visual Arts.
• 7 Education Support Officers (ESO) - three office/admin staff, two integration aides and two Out of School Hours Care staff.
• School Chaplain – to provide support and care for the whole community.

A distributed leadership model includes the Principal and Assistant Principal, one Leading Teacher, four PLT leaders and six strategic leaders. Each of the six strategic leaders has a school-wide responsibility for one of the designated areas of Literacy, Numeracy, ICT and Pathways and Transition, Student Engagement and Wellbeing, and Inquiry. The current principal was appointed at the beginning of term 2, 2011 after the previous principal of seven years left at the end of 2010.

2. School Values, Philosophy and Vision

Glen Waverley South Primary School’s learning community is committed to the improvement and enhancement of student learning in order to equip students for the future. All members of the school community, students, staff and parents, are open and committed to the shared vision of ongoing learning and continuous development in the provision of best educational practice.  Glen Waverley South Primary School’s learning community model, is characterised by:

A culture of:
• lifelong and self-driven learning.
• commitment to personal growth, shared vision and team learning.
• assisting all students to embrace learning.
• excellence.
• connectedness through strong community partnerships.

Dedicated teachers delivering an exemplary Learning and Teaching program that facilitates:
• achievement of academic, social, emotional and physical potential.
• a stimulating learning environment where students are highly engaged and motivated.
• inclusive, innovative and challenging curriculum.
• curriculum design, which caters for individual learning needs.
• engaging personalised learning experiences.
• student goal setting.
• explicit teaching of literacy and numeracy skills.
• inquiry learning.

A learning environment that:
• provides equal opportunities and values diversity.
• develops knowledge and values.
• promotes student leadership opportunities.
• is positive, safe, supportive & cooperative.
• equips students with skills and knowledge to cope successfully in an ever-changing world (21st century) through:

Supportive programs that include:
• a comprehensive Transition Program.
• an engaging Buddy system.
• access to our Social Welfare Service – Chaplain.
• a values-based wellbeing program – You Can Do It!

School Values (RESPECT):
Relationships / Excellence / Support / Passion / Engagement / Choice / Trust and honesty.

Student Engagement and Wellbeing targets for current Strategic Plan

Improve Student Attitudes to School Survey results in:
• Teacher effectiveness (from 4.17 in 2012).
• Teacher empathy (from 4.19 in 2012).
• Stimulating Learning (from 3.93 in 2012).
• Student Motivation (from 4.60 in 2012).

Improve staff opinion survey results in:
• Engaging practice (from 4.2 in 2011).
• Quality teaching (from 4.4 in 2011).
• Metacognition (from 4.4 in 2011).
• Teacher confidence (from 4.8 in 2011).

A statement about the rights and responsibilities of all students and staff is included at Appendix 1.

3. Guiding Principles

• The school will collaboratively develop and implement a fair and respectful whole-school engagement and behaviour management approach.
• The school’s curriculum will include pro-social values and behaviour to enable students to acquire knowledge and skills, value diversity and build a culture of learning, community and engagement.
• The school will promote active student participation and provide students with a sense of ownership of their environment.
• The school will support families to engage in their child’s learning and build their capacity as active learners.
• The school promotes active ‘student participation’ as an avenue for improving student engagement and outcomes.
• The school will establish social/emotional and educational support for ‘at risk’ students and monitor and evaluate progress.
• The school will have processes in place to identify and respond to individual students who require additional assistance and support.
• The school will track and monitor students’ social, emotional and learning needs using an online tracking tool.
• The school will build strong links with the local community to gain access to an extended network of community members, professionals and educators who can provide expertise and experience that can build the capacity of our school and our teachers to respond to the needs of the students. 

4. Engagement Strategies

Positive behaviours at school are enhanced when students participate in a school environment that is supportive and highly engaging.  The school considers student engagement as a core focus for all staff. All of our endeavours are student centred with an emphasis on stimulating learning programs that differentiate in order to cater for the individual needs of students. These programs are also supported and enhanced through our focus on maintaining a positive school culture. The following programs and strategies are targeted towards improving and enhancing student engagement.

• Individual Learning Plans –Classroom teachers will identify students in their class who they believe will benefit from having an Individual Learning Plan (ILP). The plan outlines specific strategies the teacher will employ to target the student’s learning needs. Parents will be provided with a copy of the plan, which will include ideas for them to actively support their child’s development.  The ILPs will be placed on our GradeXpert online school database.
• Student Leadership Program – Senior school students have the opportunity to take on roles as House and School Captains. Other leadership roles across our school are:
o Environmental Education Club
o Work Safe for Kids
o Specialist captains
These students take turns in leading our whole school assemblies and other roles as required.
• Reading Recovery- students in Year 1 deemed in need of literacy support will be assessed and prioritised for a limited Reading Recovery program.
• Junior School Council – Students from Foundation to Year 6 are elected to participate in the JSC. This program provides a voice for students in the way the school operates and promotes positive behaviours and attitudes. It organises activities and events to engage students in the school community, raises funds for a range of community charities and projects through whole school events, and also provides Council members with leadership opportunities.
• Buddy Program – students from Foundation to Year 2 are linked with a buddy from Years 5 and 6.  Regular activities are planned to provide opportunities for the students to build relationships that support the nurturing of happy students.
• Support Staff – DET Education Support Staff (ESS) provide integral support to the school in meeting the specialised needs of some children. The following staff who assist children to reach their potential include:
o Speech Pathologists
o Guidance Officers
o Psychologists
These staff members work in conjunction with the child, the child’s parents and the teachers to provide a program that caters to the individual needs.
• You Can Do It! – is a social competency program that focuses on the development of skills and understandings in the areas of resilience, confidence, persistence, getting along and being organised. Sessions focus on explicitly teaching students ‘habits of mind’ that lead to development of skills, understandings and attitudes in each of the five foundations.
• Out of School Hours Care – The school has a vibrant and popular OSHC program which provides before and after school and vacation care. This program is extremely popular and one of many reasons parents choose to send their children to Glen Waverley South Primary School.
• Kids’ Hope Mentoring Program - is a mentoring program that helps Glen Waverley South children and their families needing additional support.  Through a partnership between local churches and primary schools, KIDS HOPE AUS. works to improve opportunities for mentored children in the areas of education, self confidence and wellbeing.
• House System – The school operates a House system in which students participate in one of 4 team focused groups – Bradman, Landy, Cuthbert and Goolagong. Success in the House system is dependent upon all students working together and demonstrating positive behaviours in class, and other learning areas, whereupon House points are awarded. A perpetual trophy passes to the winning House each term.
• Transition program – aims to make the transition to and from Glen Waverley South PS a smooth and happy event. Students who adapt easily to their new environment will engage in their learning more readily.
o Pre-school to Foundation – enrolled pre-school students participate in a stimulating program at Glen Waverley South Primary School each fortnight on a Friday in Terms 3 and 4 to ease the transition to school and prepare them for learning.
o Year 6 to Year 7 – in partnership with Brentwood Secondary College, a program at the end of the school year prepares the Year 6 students for the transition to secondary school.

5. Identifying Students in Need of Extra Support

Our school will utilise the following to identify students in need of extra support:
• personal information gathered upon enrolment.
• attendance rates.
• academic performance, particularly in literacy and numeracy assessments.
• behaviour observed by classroom teachers.
• GradeXpert tracking tool.
• engagement and communication with student families.
• support services and the School Chaplain.

6. Shared Behaviour Expectations

Effective schools share high expectations, which describe the manner in which staff, students and parents will conduct themselves. These expectations have been developed by the school community, focusing on pro-social behaviours and prevention of issues that may affect a student’s ability to reach his/her full potential. These expectations have been developed to be implemented fairly, consistently and are linked to appropriate actions and/or consequences as required.  Shared behaviour expectations for students, parents/carers and school staff are detailed in the table in Appendix 2.

7. School Actions and Consequences

Students are better prepared for learning when they are healthy, safe and happy; therefore, student welfare is the responsibility of all staff working in a whole school context. Student learning cannot be separated from welfare.

Disciplinary measures may be used as part of a staged response to challenging behaviour in combination with other engagement and support strategies, to address the range of factors that may contribute to the student’s behaviour.
Disciplinary measures that may be applied include:
• restorative approach (e.g. repairing damage caused).
• withdrawal of privileges.
• withdrawal from class activities for a specified period. Where appropriate, parents/carers will be informed of such withdrawals.
• Detention.
• suspension (in-school and out of school).
• Expulsion.

Corporal punishment is prohibited in all Victorian schools. Corporal punishment must NOT be used under any circumstances.

Discipline will be applied in a way that is proportionate to the behaviour and upholds procedural fairness.

Suspension and expulsion can only be approved by the principal and our school will follow the processes for applying these disciplinary measures set out in the Student Engagement and Inclusion Guidance.

Information on grounds and processes for suspension and expulsion that our school will follow are available here:

The Glen Waverley South Primary School Discipline Process for the whole school is to be found in Appendix 3.

8. Engaging with Families

The School values parent / carer input into its operations and curriculum offerings and seeks feedback through the Parent Opinion survey, and from parent representatives on School Council.
The school will support families to engage in their child’s learning and build their capacity as active learners. It provides an environment that welcomes all parents/carers and is responsive to them as partners in learning.   The school will create successful partnerships with parents/carers and families by:
• ensuring all parents/carers are aware of the school’s Student Engagement and Inclusion Policy.
• conducting effective school-to-home and home-to-school communications.
• providing volunteer opportunities to enable parents/carers and students to contribute.
• involving families with homework and other curriculum-related activities.
• involving families as participants in school decision-making.
• coordinating resources and services from the community for families, students and the school.

Parents’ responsibilities for supporting their child’s attendance and engagement are outlined at Appendix 2.

9. Evaluation

Data collection and analysis
Data will be collected regarding frequency and types of wellbeing issues, so as to measure the success or otherwise of school-based strategies and approaches.  Sources of data used will include:
• Attitudes to School Survey data.
• school level report data.
• parent survey data.
• data from case management work with students.
• data extracted from software such as CASES21 or SOCS.

10. Appendices and Related Policies

Appendix 1: Statement of Rights and Responsibilities.
Appendix 2: Shared Behaviour Expectations.
Appendix 3: Process for Responding to Breaches of Behaviour Expectations.

This policy is informed by the Department of Education and Early Childhood Development Student Engagement and inclusion Guidance available at

Links which are connected with this policy are:
• DET’s Effective Schools are Engaging Schools: Student Engagement Policy Guidelines.
• DET’s Safe Schools are Effective Schools.
• DET’s Student Engagement Policy Guidelines.
• The school’s Internet Use Policy (re cyber-bullying).

Related policies:
• Student Code of Conduct
• School Discipline Policy
• Anti-Bullying Policy
• Sunsmart Policy
• Anaphylaxis Policy
• Internet User’s Agreement
• Information & Communications Technology Policy
• Privacy Policy
• Use of Children’s Work & Photographs for Public Display
• Drug Education Policy
• Mobile Phone Policy
• First Aid Policy
• Head Lice Policy
• Yard Duty Policy


This policy will be reviewed as part of the school’s three year review cycle.

Appendix 1

Statement of Rights and Responsibilities

At Glen Waverley South Primary School all members of our school community should be able to participate in an educational environment that is consistent with the Charter of Human Rights and Responsibilities Act (2006).

This charter affirms that all people are born free and equal in dignity and rights. While the charter demands equity for all, it also emphasizes the value of difference. The charter requires that public authorities, including government schools and their employees act compatibly with human rights and consider them when making decisions and delivering services. The four basic principles are Freedom, Respect, Equity and Dignity.

At Glen Waverley South Primary School we agree that the following rights and responsibilities relate to all members of the school community:

1. All members of the school community have a right to fully participate in an environment that is safe, supportive and inclusive.
2. Our students, their parents / carers and staff will treat each other with dignity and respect at all times.
3. All members of the school community have the right to equal opportunity.
4. Diversity and individuality will be encouraged and valued.
5. All school policies, operations and programs will be developed in the spirit of fairness and equity and encourage participation in the decision making process.
6. All members of the community are responsible for contributing to the maintenance of a safe and purposeful school environment.
7. Students and staff have the right to use Information and Communications technology in a safe and inclusive environment free of cyber-bullying.

Appendix 2

Shared Behaviour Expectations

 Students Parents/Carers Principals/Teachers & Staff
Rights and Responsibilities  Students will act in a manner that allows all students the right to a quality education. Parents will support students in understanding and observing the school policy on rights and responsibilities for all community members. • The Principal / Assistant Principal will model and adhere to the school policy on rights and responsibilities.
• The staff will adhere to the school policy on rights and responsibilities for all community members.
School Values Students will develop an understanding of the values and act accordingly. Parents will promote school values in the home. • The Principal / Assistant Principal will model and promote the school values in the school community.
• The staff will ensure the school values are regularly discussed and adhered to in their classrooms and the playground. Positive reinforcement strategies to be used by the staff when appropriate.
• The staff will plan and deliver highly engaging and effective learning programs. A differentiated curriculum will provide all students have a program that caters for their individual needs.
• Appropriate professional learning will be undertaken by staff.

 Students Parents/Carers Principals/Teachers & Staff
Engagement (participation in the classroom and other school activities) Demonstrate:
• preparedness to engage in and take full advantage of the school program.
• effort to do their very best.
• self-discipline to ensure a cooperative learning environment and model the school values.
• team work.
• develop individual learning goals. • Promote positive outcomes by valuing the importance of education and liaising with the school on their child’s progress/needs.
• Support their child in their preparedness for the school day and in the provision of a supportive home environment.
• Monitor their child’s school involvement and progress and communicate with the school when necessary.
• Are informed and supportive of school programs and actively participate in school events/parent groups.
• take an interest in their child’s learning and ensure that homework is completed on time. • The Principal / Assistant Principal will ensure provision of highly engaging and effective learning programs that are stimulating, inclusive and offer differentiation of the curriculum.
• The school will comply with its duty of care obligations and have a responsibility to provide an educational environment that can effectively engage all students.
• The school will provide appropriate, relevant and challenging curriculum that gives students the opportunity to have input into their learning and experience success.

 Students Parents/Carers Principals/Teachers & Staff
Attendance All students are expected to:
• attend and be punctual every school day.
• be prepared to participate fully in lessons.
• bring a note from their parents/carers explaining an absence/lateness. Parents/Carers are expected to:
• ensure that their child’s enrolment details are correct.
• ensure their child attends regularly.
• advise the school as soon as possible when a child is absent.
• account for all student absences.
• keep family holidays within scheduled school holidays.
• Support their child’s learning during absences and work with the school to reintegrate students after prolonged absences. In accordance with DET procedures and legislation released March 1, 2014 the school will:
• Proactively promote regular attendance.
• mark rolls accurately each lesson.
• follow up on any unexplained absences promptly and consistently.
• contact parents on a third consecutive day of absence when no explanation has been provided.
• Identify trends via data analysis.
• Report attendance data in the school’s Annual Report.
• Support students whose attendance is problematic by working with families to implement individual strategies.
• The Principal / Assistant Principal will ensure that all members of the school community are aware of the school’s expectations for attendance at school, and support staff to implement these expectations.
• The staff will make the students aware of the expectations to attend school and discuss the need to arrive before the bell goes at 9.00 so that they are organised and ready for learning.
• Any concerns relating to student attendance are reinforced at Parent meetings, Parent Teacher Interviews and documented in student reports.

 Students Parents/Carers Principals/Teachers & Staff
Behaviour Students are expected to:
• model the school’s core values RESPECT (relationships, excellence, support, passion, engagement, choice, trust & honesty).
• always treat others with respect.
• take responsibility for their behaviour and its impact on others.
• obey all reasonable requests of staff.
• respect the rights of others to learn. No student has the right to impact on the learning of others
• respect the property of others.
• comply with the school’s policies and work with teachers and parents in developing strategies to improve outcomes. Parents/Carers are expected to:
• have high expectations of their child’s   behaviour and an understanding of the school’s behavioural expectations.
• communicate with the school regarding their child’s circumstances.
• cooperate with the school by assisting in the development and enforcement of strategies to address individual needs.
• demonstrate, by example, expected behaviours of the school and ensure children adhere to those behaviours. • The Principal/A.P. will ensure that all members of the school community understand the behavioural expectations of the school, and support their implementation.
• The staff will implement the behavioural expectations required to provide a secure, happy and supportive classroom.
• Regular review of appropriate policies.
• Staff discussions to address inappropriate behaviour and promote responsible behaviour.
• The school will deliver an inclusive and comprehensive curriculum which promotes positive behaviours and emphasises the well-being of every child.
• The school will 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.
• The school will consistently apply its Behavioural Policy through a shared collegiate understanding and only exclude students in extreme circumstances.
• The school recognises that for some students additional support may be needed in the form of staged responses and is committed to working with families to reintegrate students after exclusion.

 Students Parents/Carers Principals/Teachers & Staff
Participation Participate actively in all learning tasks undertaken at school every day. Parents will be open minded and supportive in allowing children to participate in a range of school activities and events. • The Principal / Assistant Principal will encourage all members of the school community to participate in the range of school events, and ensure that opportunities are inclusive.
• The staff will encourage and motivate all students to participate in the range of school events provided.
• The staff will plan inclusive activities catering for specific needs of students.
Bullying Behaviours Students will act in a manner that will not hurt, harm or injure other students. Parents will actively discourage bullying behaviour and report any issues to the school. • Ensure that the school provides a safe and secure environment where bullying behaviours are discouraged and as required, bullying is dealt with in a timely and appropriate manner.
• The staff will provide safe and secure classrooms and school grounds where bullying is discouraged and dealt with in an appropriate manner.
• Regular policy and program reviews and discussions.

 Students Parents/Carers Principals/Teachers & Staff
Bullying Behaviours Students will respect and care for the physical environment of the school and its property. Parents will ensure that their children respect their physical environment and adhere to school rules and guidelines to ensure their own safety.   • Ensure that the school provides a safe and attractive school environment that enhances the learning of students and adheres to the requirements of Occupational Health and Safety.
• The staff will report any concerns or issues of which they become aware to the Health and Safety representative.
• Students and parents will report any concerns or issues of which they become aware to the Principal/Assistant Principal or school office.
• The staff will be expected to act on any issues on which they are informed within their classroom or area of responsibility.
School Community Partnerships Students will be ‘active citizens’ and act in a manner that reflects the values of GWSPS. Parents will support and encourage the development of partnerships within the school and wider community to the benefit of their children and the school. • The Principal / Assistant Principal will develop and encourage partnerships within the school and in the wider community that benefit students and the school.
• The staff will be expected to establish professional and effective rapport with all school community members.
• The improvement in Student Learning to be the primary goal.


Appendix 3

Whole School Discipline Process

• Rules need to be clear and few in number and reviewed annually.
• Unacceptable behaviour will be met with specific consequences.
• A general set of school rules may be supplemented by individual classroom rules generated by the teacher and students in the Learning How To Learn program.

General school rules:
• Follow teachers’ directions.
• Keep hands, feet, and objects to yourself.
• Use equipment safely and play in the correct area.
• Teasing, name calling or swearing is inappropriate.
• Remain within the school grounds at all times.
• Line up when the first bell goes.
• Students are not to be in school buildings unless they are with a teacher.

Under normal circumstances the following 3 steps will apply:
1. Discussion of rule followed by a warning with the student’s name placed on the board.
2. Time out in the classroom – 10-15 minutes.
3. Time out in another classroom – 15-30 minutes.

Further consequences
• Lunchtime or after school detention with the Assistant Principal to complete a Rethink notice. Students are supported to reflect on their actions and explore what other appropriate actions and strategies could have been undertaken under the circumstances. These are recorded on a Rethink notice.
• Parents will be contacted and the completed Rethink notice sent home to be read and signed.

Repeated or severe behaviours
• Loss of privileges (this may involve exclusion from playground or accompanying the duty teacher for a specific time).
• Written explanation and apology (to be signed by parent).
• Behaviour contract.
• Referral, e.g. to educational psychologist.
• Suspension procedures.
• Expulsion.




This policy was last ratified by School Council on:  25/08/14.