Purpose

The purpose of this policy is to ensure that all students and members of our school community understand:

• our commitment to providing a safe and supportive learning environment for students

• expectations for positive student behaviour

• support available to students and families

• our school’s policies and procedures for responding to inappropriate student behaviour. 

Kensington Community High School is committed to providing a safe, secure and stimulating learning environment for all students.  We understand that students reach their full potential only when they are happy, healthy and safe, and that a positive school culture helps to engage students and support them in their learning.  Our school acknowledges that student wellbeing and student learning outcomes are closely linked. 

The objective of this policy is to support our school to create and maintain a safe, supportive and inclusive school environment consistent with our school’s values.

Scope

This policy applies to all school activities, including camps and excursions. 

Contents

• School profile

• School values, philosophy and vision

• Engagement strategies

• Identifying students in need of support

• Student rights and responsibilities 

• Student behavioural expectations

• Engaging with families 

• Evaluation 

Policy

School profile 

At Kensington Community High School (KCHS) we support our students to engage in high quality education through the delivery of an inclusive; and guaranteed and viable curriculum. We work collaboratively to engage with students and promote excellence in teaching and learning to ensure they successfully find pathways in further education, training and stable employment. It is the school’s focus to make a difference to students’ lives by creating and implementing viable pathways that in turn lead to a strong sense of purpose, a sense of optimism for the future and the ability to lead a dignified life. In addition, our focus is not only on teaching the key learning areas but also teaching how one acts as a human being within the framework of our school values of community, achievement, respect, effort and safety (CARES).

Our school is located in the inner west of Melbourne and provides an environment for students who have experienced difficulty accessing and maintaining their education within the mainstream education system. Kensington Community High School (KCHS) has existed as an alternative setting to mainstream secondary schools since 1975. KCHS is located in the relatively central location of Flemington, yet the school student cohort attends from an extensive, larger area of the northern and western suburbs. Students travel significant distances to attend KCHS.

Students from years 7 to 10 have a choice of targeted and managed electives that provide students with a broad and engaging curriculum program. In Years 11 and 12 a VCAL program is offered with emphasis placed on practical “hands on”, applied learning. At Years 10, 11 and 12 Vocational Education and Training (VET) certificate programs are also provided with a focus on facilitating the transition between school and the workforce. The school is small, with a population of approximately 100 students enrolled at any given time.

We strive to provide a nurturing and challenging environment that empowers students to reach their personal best, both academically and socially.

School values, philosophy and vision 

Kensington Community High School (KCHS) specialises in the education and development needs of students identified as being “at risk” of not completing a secondary education programme. Consequently, KCHS’s organisational structure, curriculum and pastoral programs are designed specifically to meet the needs of students with a range of complex needs.

 At Kensington Community High School, we aim to support our students to engage and succeed in education. 

Our school’s philosophy is focused on the achievement and development of five key values: Community, Achievement, Respect, Effort and Safety (CARES). This focus is embedded into our guaranteed and viable curriculum that includes a strong emphasis on literacy and numeracy. Underpinning this philosophy is a whole school commitment to Positive Behaviour Support (PBIS). 

Our school also prides itself on providing high quality and practical learning initiatives. Achievement, a growth mindset and personal development are integral to this philosophy with students supported and encouraged to focus on high expectations within a safe, and supportive educational environment. Teachers maintain an intensive pastoral support role that delivers close monitoring and supervision. Our school is focused on providing a high-quality education outcome for all students. 

Kensington Community High School’s School’s Statement of Values and School Philosophy is integral to the work that we do and is the foundation of our school community. Students, staff and members of our school community are encouraged to live and demonstrate our core values of respect, integrity and kindness at every opportunity. 

Our school’s vision is to empower students to reach their personal best, and fully equip them to contribute positively to society as happy, healthy young adults. 

Engagement strategies

Kensington Community High School has developed a range of strategies to promote engagement, positive behaviour and respectful relationships for all students in our school. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn. 

A summary of the universal (whole of school), targeted (year group specific) and individual engagement strategies used by our school is included below:

Universal

• high and consistent expectations of all staff, students and parents and carers

• prioritise positive relationships between staff and students, recognising the fundamental role this plays in building and sustaining student wellbeing 

• creating a culture that is inclusive, engaging and supportive

• welcoming all parents/carers and being responsive to them as partners in learning

• analysing and being responsive to a range of school data such as attendance, Attitudes to School Survey, parent survey data, student management data and school level assessment data

• deliver a broad curriculum including VCAL and VET programs to ensure that students are able to achieve success 

• teachers at Kensington Community High School use the GANAG instructional framework to ensure an explicit, common and shared model of instruction to ensure that evidenced-based, high yield teaching practices are incorporated into all lessons

• teachers Kensington Community High School adopt a broad range of teaching and assessment approaches to effectively respond to the diverse learning styles, strengths and needs of our students and follow the standards set by the Victorian Institute of Teaching

• our school’s Statement of Values are incorporated into our curriculum and promoted to students, staff and parents so that they are shared and celebrated as the foundation of our school community

• carefully planned transition programs to support students moving into different stages of their schooling

• positive behaviour and student achievement is acknowledged in the classroom, and formally in school assemblies and communication to parents

• monitor student attendance and implement attendance improvement strategies at a whole-school, cohort and individual level

• Students are also encouraged to speak with their teachers, Year Level Coordinator, Assistant Principal and Principal whenever they have any questions or concerns.

• All students are welcome to self-refer to the Student Wellbeing Coordinator, Social Work Support Staff, School Nurse, Year Group Leaders, Assistant Principal and Principal if they would like to discuss a particular issue or feel as though they may need support of any kind. We are proud to have an ‘open door’ policy where students and staff are partners in learning

• we engage in school wide positive behaviour support with our staff and students, which includes programs such as:

• Respectful Relationships

• Safe Schools 

• opportunities for student inclusion (i.e. sports teams, clubs, recess and lunchtime activities)

• buddy programs, peers support programs

Targeted

• each year group has a Year Group Leader/Coordinator, a senior teacher responsible for their year, who monitor the health and wellbeing of students in their year, and act as a point of contact for students who may need additional support

• all students from Year 10 and above will be assisted to develop a Career Action Plan, with targeted goals and support to plan for their future

• connect all Koorie students with a Koorie Engagement Support Officer

• all students in Out of Home Care will be appointed a Learning Mentor, have an Individual Learning Plan and a Student Support Group (SSG) and will be referred to Student Support Services for an Educational Needs Assessment

• Example School assists students to plan their Year 10 work experience, supported by their Career Action Plan 

• wellbeing and health staff will undertake health promotion and social skills development in response to needs identified by student wellbeing data, classroom teachers or other school staff each year

• staff will apply a trauma-informed approach to working with students who have experienced trauma 

Individual 

Where required the school also supports individual students needs with 

• Individual Education Plans

• Behaviour - Students

• Behaviour Support Plans

• Student Support Services

as well as to other Department programs and services such as:

• Program for Students with Disabilities

• Mental health toolkit

• headspace

• Navigator

• LOOKOUT

Kensington Community High School implements a range of strategies that support and promote individual engagement. These can include:

• building constructive relationships with students at risk or students who are vulnerable due to complex individual circumstances

• meeting with student and their parent/carer to talk about how best to help the student engage with school

• developing an Individual Learning Plan and/or a Behaviour Support Plan

• considering if any environmental changes need to be made, for example changing the classroom set up

• referring the student to: 

• school-based wellbeing supports 

• Student Support Services

• Appropriate external supports such as other allied health professionals, headspace, child and adolescent mental health services or ChildFirst

• Re-engagement programs such as Navigator

Where necessary the school will support the student’s family to engage by: 

• being responsive and sensitive  to changes in the student’s circumstances and health and wellbeing

• collaborating, where appropriate and with the support of the student and their family, with any external allied health professionals, services or agencies that are supporting the student

• monitoring individual student attendance and developing an Attendance Improvement Plans in collaboration with the student and their family

• running regular Student Support Group meetings for all students:

• with a disability

• in Out of Home Care 

• and with other complex needs that require ongoing support and monitoring.

Identifying students in need of support

Kensington Community High School is committed to providing the necessary support to ensure our students are supported intellectually, emotionally and socially. The Student Wellbeing team plays a significant role in developing and implementing strategies help identify students in need of support and enhance student wellbeing. Example School will utilise the following information and tools to identify students in need of extra emotional, social or educational support:

• personal, health and learning information gathered upon enrolment and while the student is enrolled

• attendance records

• academic performance

• observations by school staff such as changes in engagement, behaviour, self-care, social connectedness and motivation

• attendance, detention and suspension data

• engagement with families

• self-referrals or referrals from peers

Student rights and responsibilities

All members of our school community have a right to experience a safe and supportive school environment. We expect that all students, staff, parents and carers treat each other with respect and dignity. Our school’s Statement of Values highlights the rights and responsibilities of members of our community. 

Students have the right to:

• participate fully in their education

• feel safe, secure and happy at school

• learn in an environment free from bullying, harassment, violence, discrimination or intimidation

• express their ideas, feelings and concerns. 

Students have the responsibility to:

• participate fully in their educational program

• display positive behaviours that demonstrate respect for themselves, their peers, their teachers and members of the school community

• respect the right of others to learn.

Students who may have a complaint or concern about something that has happened at school are encouraged to speak to their parents or carers and approach a trusted teacher or a member of the school leadership team.

Student behavioural expectations and management

Behavioural expectations of students, staff and families are grounded in our school’s Statement of Values. Student bullying behaviour will be responded to consistently with Kensington Community High School’s Bullying Prevention Policy. 

When a student acts in breach of the behaviour standards of our school community, Kensington Community High School will institute a staged response, consistent with the Department’s policies on behaviour, discipline and student wellbeing and engagement. Where appropriate, parents will be informed about the inappropriate behaviour and the disciplinary action taken by teachers and other school staff. 

Our school considers, explores and implement positive and non-punitive interventions to support student behaviour before considering disciplinary measures such as detention, withdrawal of privileges or withdrawal from class.

Disciplinary measures may be used as part of a staged response to inappropriate behaviour in combination with other engagement and support strategies to ensure that factors that may have contributed to the student’s behaviour are identified and addressed. Disciplinary measures at our school will be applied fairly and consistently. Students will always be provided with an opportunity to be heard. 

Disciplinary measures that may be applied include:

• warning a student that their behaviour is inappropriate

• teacher controlled consequences such as moving a student in a classroom or other reasonable and proportionate responses to misbehaviour 

• withdrawal of privileges

• referral to the Year Level Coordinator 

• restorative practices

• detentions

• behaviour support and intervention meetings

• suspension

• expulsion

Suspension, expulsion and restrictive interventions are measures of last resort and may only be used in situations consistent with Department policy, available at:

• Suspensions Policy

• Expulsions Policy

• Restraint/Seclusion Policy

In line with Ministerial Order 1125, no student aged 8 or younger will be expelled without the approval of the Secretary of the Department of Education and Training.

The Principal of Kensington Community High School is responsible for ensuring all suspensions and expulsions are recorded on CASES21. 

Corporal punishment is prohibited in our school and will not be used in any circumstance.

Engaging with families 

Kensington Community High School values the input of parents and carers, and we will strive to support families to engage in their child’s learning and build their capacity as active learners. We aim to be partners in learning with parents and carers in our school community.

We work hard to create successful partnerships with parents and carers by:

• ensuring that all parents have access to our school policies and procedures, available on our school website

• maintaining an open, respectful line of communication between parents and staff, supported by our Communicating with School Staff policy.

• providing parent volunteer opportunities so that families can contribute to school activities

• involving families with homework and other curriculum-related activities 

• involving families in school decision making

• coordinating resources and services from the community for families

• including families in Student Support Groups, and developing individual plans for students. 

Evaluation

Kensington Community High School will collect data each year to understand the frequency and types of wellbeing issues that are experienced by our students so that we can measure the success or otherwise of our school based strategies and identify emerging trends or needs.

Sources of data that will be assessed on an annual basis include:

• student survey data

• incidents data

• school reports

• parent survey

• case management

• CASES21, including attendance and absence data

• SOCS 

Kensington Community High School will also regularly monitor available data dashboards to ensure any wellbeing or engagement issues are acted upon in a timely manner and any intervention occurs as soon as possible. 

COMMUNICATION

This policy will be communicated to our school community in the following 

• Available publicly on our school’s website 

• Included in staff induction processes

• Included in transition and enrolment packs

• Made available in hard copy from school administration upon request

Our school will also ensure it follows the mandatory parent/carer notification requirements with respect to suspensions and expulsions outlined in the Department’s policies at:

• Suspension process

• Expulsions - Decision

Further information and resources

• Statement of Values and School Philosophy,

• Bullying Prevention, Child Safe Standards, etc].

POLICY REVIEW AND APPROVAL 

This policy is due for review in 2023

   This policy was ratified by School Council on: _______________________