Page 1

ROBERT TOWNSON

HIGH SCHOOL

STUDENT WELLBEING POLICY Updated September 2016

CONTENTS

Page 2 Wellbeing Framework & Mission Statement Page 3 Student Wellbeing Goals & Expectations Page 4 Positive Behaviour & Expectations Page 4 PBIS Values Promoted at RTHS

Page 5-6 School Behaviour Management Plan – Promotion of positive behaviour

Page 7-8 School Behaviour Management Plan- SWIM Page 9-10 School Behaviour Management Plan – Negative Consequences

Page 11 Flowchart of Student Wellbeing Processes Pages 12-13 Roles of the Learning Support & Welfare Team Page 14-15 Role of the Head Teacher Welfare

Page 16 Role of the Year Adviser Page 17 School Support Programs and Personnel Page 18 Other School Support Services

Page 19- 21 Outside Support Organisations Page 22-23 Out of Class Policy

Page 23 Uniform Policy Page 23 Food In Class Policy

Page 24-26 Electronic Device Policy Page 27-28 Locker Policy Page 29-36 Ant Bullying Policy

Page 2

STUDENT WELLBEING POLICY The Wellbeing Framework for NSW public schools contextualises wellbeing to individual students,

school settings and local school communities. The concept that wellbeing is dynamic and is integral to

learning is vital to embedding it in the complex multi-dimensional work of schools.

Robert Townson High School, believes that student wellbeing encompasses everything that the school

community does to meet the personal, social and learning needs of students and to enhance their safety

and wellbeing. We are committed to creating quality learning opportunities for children and young

people. This includes strengthening their cognitive, physical, social, emotional and spiritual development

to connect, succeed and thrive at each stage of their development and learning

Page 3

STUDENT WELLBEING GOLAS AND EXPECTATIONS

Goals for our students:

Provide a secure, caring environment free from bullying and violence

Offer a relevant & engaging curriculum with a focus on functional literacy and numeracy

Promote tolerance and acceptance of individual differences

Encourage and reward positive achievement

Goals for our parents:

Involve parents in decision making regarding student management

Recognise the parent as the primary educator

Maintain open communication between the school and home

Provide information and a resource link to families

Goals for our staff

Work to ensure staff treat colleagues, students and community members with dignity and respect

Comply departmental policy and requirements reflective of teaching practice.

Understand and cater for a diverse range of student needs.

All school staff are expected to promote student wellbeing by:

Recognising the individual and collective worth of students

Assisting students to strive to achieve their personal best

Providing a relevant and engaging curriculum

Incorporating health & wellbeing, and social skills programs

Following the DEC Code of Conduct and Child Protection guidelines

Parents are expected to promote student wellbeing by:

Ensuring their child attends school on time and is in correct school uniform.

Providing adequate nutrition.

Ensuring current medical and parent emergency contact information is up to date and

communicated to the school as soon as it occurs.

Students are expected to be effective members of the school community by:

Behaving in a safe manner at all times, and following the school’s policies on attendance, use of

technology and suspension.

Showing respect, being co operative and responsible, and recognising individual rights and

differences, and following the school’s policies on discipline, uniform, use of technology, anti-

bullying and anti-racism.

Striving to achieve their best learning outcomes. This extends to following the school’s policies on

attendance, movement out of class and in between classes, use of electronic devices and

homework.

Page 4

POSITIVE BEHAVIOUR AND EXPECTATIONS

Our school community identified and endorses three school rules:

Be safe

Be respectful

Be a learner

Our school rules are modelled by staff and explicitly taught in social skills lessons as our Positive

Behaviour In Schools focus (PBIS). Our community’s commonly held values underpin our school’s

expectations that are embodied in the DEC’s principles of values education.

PBIS VALUES PROMOTED AT OUR SCHOOL INTEGRITY - Being consistently honest and trustworthy.

EXCELLENCE - Striving for the highest personal achievement in all aspects of schooling and individual

and community action, work and life-long learning.

RESPECT - Having regard for yourself and others, lawful and just authority and diversity within

Australian society and accepting the right of others to hold different or opposing views.

RESPONSIBILITY - Being accountable for your individual and community’s actions towards yourself,

others and the environment.

COOPERATION - Working together to achieve common goals, providing support to others and engaging

in peaceful resolution of conflict.

PARTICIPATION - Being a proactive and productive individual and group member, having pride in and

contributing to the social and economic wealth of the community and the nation.

CARE - Concern for wellbeing of yourself & others, demonstrating empathy & acting with compassion.

FAIRNESS - Being committed to the principles of social justice and opposing prejudice, dishonesty and

injustice.

Page 5

DEMOCRACY - Accepting and promoting the rights, freedoms and responsibilities of being an Australian

citizen.

PROMOTION OF STUDENT ACHIEVEMENT

Responding to the implementation of the Wellbeing Framework for NSW public schools, we are committed

to supporting students connect, succeed and thrive at each stage of their development of learning.

Student and staff achievement is promoted on our website: www.roberttown-h.school.nsw.edu.au, the

RTHS School App and our school newsletters (accessible through school website and school app).

A child’s photograph will not be published without parental or carer’s express consent. A permission to

publish form can found at:

http://www.roberttownh.schools.nsw.edu.au/documents/30971969/30978871/authority%20to%20p

ublish.pdf

It is the teacher’s responsibility to check if the student’s photo has permission to be published in school

promotional material.

Page 6

SCHOOL BEHAVIOUR MANAGEMENT PLAN – POSITIVE CONSEQUENCES

A student who engages positively in their school, enables effective learning and good behaviour

contributing to an overall positive school climate.

Robert Townson High School’s positive behaviour scheme includes:

Positive, encouraging language that is used by staff to reinforce positive behaviour.

Parent contact through letters of praise and/or telephone calls.

Certificates of commendation for volunteer, school and community activities.

Recognition at formal assemblies.

Student of the Week awards are made on assembly most weeks. Faculty areas and Year Advisers

nominate students. HIU staff administer & record awards.

ARK awards are awarded to nominated students who display an Act of Random Kindness. HIU staff

administer & record these awards.

PBIS Mini Merits (yellow) may be awarded in the classroom or playground for safe, respectful behaviour.

Mini merit prize draws occur at least once a term.

PBIS Merit Cards may be awarded by class teachers for excellence in behaviour, academic, representative

or sporting achievement. Merit awards accrue, and can be submitted to the Year Adviser for further school

awards. Merits may be presented to Year Advisers at any time during their school years.

5 PBIS Merit cards = 1 Year Adviser Merit Card

4 Year Adviser Awards = 1 Principal’s Award

3 Principal’s Award = Bronze Medallion

6 Principal’s Award = Silver Medallion

9 Principal’s Award = Gold Medallion

2 Gold Medallions = Platinum Medallion (pending Wellbeing team approval)

It is the student’s responsibility to submit their awards for the Year Adviser’s attention and follow up.

Students are encouraged to participate in the merit scheme and are recognised at year assemblies and

formal assemblies throughout the year.

It is the Year Adviser’s responsibility to manage the merits that are submitted by students and ensure

they record the levels as necessary.

Parents are asked to encourage their child to participate in the merit scheme

Page 7

SCHOOL BEHAVIOUR MANAGEMENT PLAN – CLASSROOM MANAGEMENT

PROCEDURES

OUR SCHOOL’S HIGH EXPECTATIONS FOR BEHAVIOUR AND LEARNING

Questions we teachers will ask students:

Be Safe

Be Respectful Be a Learner

Did you come to class on time?

Were you sitting on your

chair/stool with all four legs on

the floor?

Have you stayed in your seat?

Did you keep your hands and

feet to yourself?

Have you been following the

teacher’s instructions?

Are you wearing appropriate

uniform?

Were you being quiet and not

calling out?

Did you wait your turn to speak?

Are you keeping your hands of

other people’s property?

Have you been using polite

language?

Are you following teacher’s

instructions?

Were you treating others in a

positive manner?

Did you bring all your equipment

to class?

Have you completed your class

work/homework to the best of

your ability?

Is your phone/mp3 player

switched off and in your bag?

Are you allowing others to learn?

Have you behaved according to

the Department of Education’s

Behaviour code?

Some examples of being safe include:

Being in class on time

Sitting on my chair/stool with four legs on the floor

Staying in my seat

Keeping my hands and feet to myself

Following the teacher’s instructions

Wearing appropriate uniform

Some examples of being respectful include:

Being quiet in class

Put my hand up and waiting my turn to speak

Keeping my hands off other people’s property

Keeping my hands off other students

Following the teacher’s instructions

Using polite language

Some examples of being a learner include:

Bringing all my equipment

Completing my class work

Completing my home work

Making sure my phone/mp3 player is switched off and in my bag

Allowing others to learn too

Adhering to the Department of Education’s Behaviour Code

Page 8

IF STUDENTS ARE NOT MEETING EXPECTATIONS…

.

If the student’s behaviour becomes a significant concern it may warrant further action. This may include

a referral to the Faculty Head Teacher, Year Adviser, Head Teacher Welfare, or Deputy Principal.

STOP

Make a

Choice

Recess or

Lunch

Reflection

If students continue to make poor

choices they will be placed at “STOP

Make a Choice” stage. This means the

student’s behaviour is impacting

negatively on their learning and the

class.

A desk card may be placed on the

student’s desk to remind them of the

specific behaviours that need to be

improved (See example below).

If students continue to make poor

choices it becomes more serious and

student will be placed at the

“Reflection” stage. At recess or lunch

the student will be asked to return to

complete a “Reflection Sheet”. The

incident will be recorded on the

school’s behaviour system. Parents will

be notified when 3 reflection sheets are

needed. Head Teachers will also be

involved.

Page 9

SCHOOL BEHAVIOUR MANAGEMENT PLAN – NEGATIVE CONSEQUENCES

Level 0 – Classroom and Faculty Management

Classroom teacher deals with in-class situations using the SWIM model.

Class teacher to write report and consequence on Sentral and notify appropriate personnel.

In-faculty management with the Head Teacher may involve the student in a discussion or

mediation, placed on a lunch or afterschool reflection or a faculty monitoring card.

Level 1: (Intervention Phase)

An informal interview may be held between the student, Head Teacher or the Year Adviser when a

potential problem is identified.

The student should be raised at the Learning Support Team meetings (fortnightly).

The Year Adviser may request a progress report to determine behaviour trends. If student is

causing concern in more than one faculty, are placed on more than 2 Faculty Monitoring cards

simultaneously or accumulate a significant number of negative incidents, further progression

along the levels may occur.

Parent or carer may be contacted.

The student may be referred to the School Counsellor, Head Teacher Welfare or Deputy (if

deemed appropriate).

The student may progress to a Year Adviser Strengths booklet (monitoring card).

Level 2: Year Adviser

The student is placed on a Strengths Monitoring booklet and supervised by the Year Adviser. The

Year Adviser will record this on Sentral.

The student must meet their Year Adviser at an agreed time to discuss student progress.

A letter generated on Sentral Welfare should be sent to the parents and placed in the student file.

The student may be referred to School Counsellor (if deemed appropriate).

The student is excluded from representing the school on excursions, sporting or other non-

welfare activities involving leaving the school grounds.

At the end of the monitoring period: Appropriate behaviour will result in positive parent contact.

Unsatisfactory completion of card may result in student moving to Level 3 or 4.

Level 3: Head Teacher of Faculty

A student is placed on a PBIS monitoring card and supervised by the Head Teacher for a minimum

of 3 days and a maximum of 10 days. The Head Teacher will record this on Sentral.

It is the student’s responsibility to get their card signed for each period and checked at the

negotiated time.

Lunch or afternoon reflections may be issued if student receives a 1 or a 2, or a period is blank.

The student may also be placed on card for an extra day.

A parent interview can be held (either by phone or in person).

A letter should be generated on Sentral Welfare and sent to the parents and placed on file.

The student may be referred to School Counsellor or Deputy (if deemed appropriate).

Page 10

The student is excluded from representing the school on excursions, sporting or other non-

welfare activities involving leaving the school grounds.

At the end of the monitoring period:

Appropriate behaviour will result in positive parent contact.

Unsatisfactory completion of the card will result in a student moving to Level 4 pending

Head Teacher consultation with Wellbeing team members.

Level 4: (Deputy/ Principal)

The student is placed on a PBIS Monitoring card and supervised by the Deputy Principal.

A parent interview is held (in person or over the phone).

A letter generated on Sentral Welfare can be sent to the parents and placed on file.

Referral to School Counsellor (if applicable).

Case discussion at Learning Support Team meeting.

At the end of the monitoring period: Appropriate behaviour will result in positive parent contact.

Unsatisfactory completion of card may result in a pre suspension or suspension.

Pre-suspension warning issued or suspension – either short or long, whichever is deemed

appropriate. Long suspensions are to a maximum 20 days duration.

Issues relating to the suspension must be addressed and resolved prior to the student’s

return

Parent interview must be held for students to return from suspension.

Students resume back at school at Level 4.

Notes:

Each level is monitored for a maximum of two weeks and students may be moved to the next level

within that period at the supervisor’s discretion.

If a student is on levels 2 – 4 they will not be allowed to attend any school social events,

excursions or able to represent the school in any way (e.g. sporting teams).

Particular behaviours will result in students automatically being placed on levels 4.

They include:

Possession of illegal drugs.

Is violent or threatens serious physical violence.

Is in possession of a prohibited weapon.

Persistent disobedience or insolence.

Engages in criminal behaviour related to school.

Afterschool reflections:

Teachers must refer students to their Head Teacher for approval to be placed on afterschool reflections.

Once approved, Head Teachers will write a letter or a call to the parent/ carer to inform. The student’s

name will be added to the Sentral generated reflection list. The Deputy Principal is responsible for

supervising afterschool reflections and following up any students who do not attend

Notes: Afterschool reflection may be given for persistent disobedience in class, non-compliance of lunch

detentions and truancy.

Page 11

v Bronze Medallion 3 Principal’s Awards

Silver Medallion 6 Principal’s Awards

Platinum Medallion 2 Gold Medallions (pending Wellbeing team approval)

Year Adviser Merit Award 5 PBIS Merit Cards or 12 stamps on Passport for Success

Principal’s Award 4 Year Adviser Awards

Level 0 Classroom & Faculty Management Preventative & Corrective Discipline, SWIM, School reflections

Level 1 Intervention Stage Interview by Head Teacher of faculty, Year Adviser,

Wellbeing team intervention, parent contact, Learning and Engagement Centre

Level 2

Year Adviser Monitoring (Strengths booklet)

Level 3 Head Teacher/ Deputy/ Faculty

(PBIS Monitoring booklet)

Level 4 Deputy Principal

Pre Suspension and Suspension

Interventions and behaviour

supports

Entry Level

Classroom and Faculty Management Merit cards, positive phone calls and praise letters.

Positive

Achievements Gold Medallion 9 Principal’s Awards

Page 12

ROLE OF THE LEARNING SUPPORT & WELFARE TEAM

The Learning Support/ Welfare Team includes the Principal, Deputy Principal, Head Teacher Welfare,

Year Advisers, Support Teacher Learning, Learning Support Officers and School Counsellor. Students or

parents in need of help can approach any of the following:

THE DEPUTY PRINCIPALS – deal with a variety of welfare and discipline problems, including bullying

and are willing to help or refer to specialist help where necessary.

HEAD TEACHER WELFARE – is available for students and parents to discuss matters of a personal

nature including friendships and home problems or difficulty in settling into RTHS. Any form of

harassment or discrimination should be reported to the HTW. The Head Teacher Welfare updates the

list of Special Needs students and Medical Booklets that are kept confidentially in faculties and are

referred to by teachers and support staff to best cater for students’ needs.

YEAR ADVISERS – are in charge of a particular year at school. The role of the student adviser is varied,

but the most important aspects are to help, advise, and encourage all students in that year. Any student

may approach their Year Adviser at a convenient time through the day. Parents are also able to approach

the year adviser to discuss the progress of their child. A student adviser is not a school counsellor and

may, under some circumstances, recommend that the parent or student seek the assistance of the school

counsellor or refer students to the Learning Support Team for assistance or follow up.

LEARNING AND SUPPORT TEACHERS – have a role within whole school initiatives to improve

outcomes for students with additional learning and support needs. This includes working collaboratively

with classroom teachers, students to plan, implement, model, monitor and evaluate teaching programs,

personalised learning plans and assist students with additional learning and support needs.

THE SCHOOL COUNSELLOR – is a key member of the welfare team. The School Counsellor is available to

make appointments with students who need help to cope with any personal problems. Parents with

concerns are also welcome to telephone to make an appointment.

The counsellor’s responsibilities include the provision of:

Counselling services to students who self-refer. Referrals may be made by approaching the School

Counsellor directly during recess, through teacher referral through HT Welfare or Wellbeing

meetings.

Counselling services and feedback where appropriate, to students referred by members of staff.

Advice to parents seeking assistance.

Counselling support, where appropriate, to students returning from suspension.

Counsellor reports as required by the policy on Suspension.

Testing of students, where appropriate, for special placements and to provide Disability

Confirmation Sheets to support school applications for funding or other purposes.

In the context of child protection procedures in cases of sexual, physical or emotional abuse and neglect

provide the counselling, support, advice to staff and participation in interagency case planning and

management as mandated in Child Protection, Procedures for Recognising and Notifying Child Abuse and

Neglect.

Page 13

THE SCHOOL CHAPLAIN – liaises with the LST to perform duties as requested by them. This may include

individual or small group work. The School Chaplain will attend Welfare or LST meetings wherever

possible and refer any concerns to the HT Welfare.

Page 14

ROLE OF HEAD TEACHER WELFARE

HT Welfare:

Co-ordination of any Welfare performance

Co-ordination of Welfare programs including Wellbeing days and PBIS

Co-ordination of the School Welfare Team

Supervision of School Counsellors

Supervision of School Learning Support Officers

Supervise and develop Year Advisors

Oversee Year meetings

Oversees the transition of Year 6 to 7 with appointed Year Advisor

Co-ordinate Learning Support Team meetings including the data interrogation (attendance,

Sentral notifications, academic progress etc.)

Development of a Welfare Plan in line with the School Plan.

Ensuring the Wellbeing Policy remains current and is clearly communicated to staff.

Ensure completion and adherence to NCCD and PLAST

Staff update on Child Protection and state well-being priorities

Liaising with DEC outside agencies re welfare issues

Identify, create, manage and communicate student plans for required students (Behaviour

Support, Risk Assessments, Personalised Learning and Support, Out of Home Care and Health

Care plans etc.) in liaison with relevant personnel ( DPs, School Counsellors, DGO, LST, APLS,

HSLO).

Manage time-out cards

Implementation ESES including lockers and disabilities.

Oversee whole school Merit Program.

Allocated Head Teacher responsibilities including financial planning

Other duties as negotiated with Senior Executive

HT Early Morning Supervision:

Be out roving the playground from 8am, commencing duty in the bus bay.

No ball playing anywhere.

No students are allowed beyond bottom quad.

Check for smokers (often located in bus bay, back of canteen and side of hall).

Move students into school grounds if loitering out the front of the school.

When the bell goes encourage movement to class.

HT Playground Duty:

Be prompt on the playground.

Check in with each teacher on duty. Encourage active supervision from teachers.

Support teachers with students who are out of bounds or with other behaviour issues.

No students to be seated on oval or around basketball courts.

Open and lock both sets of toilets.

Implement wet weather policy at your discretion.

Make decisions on closing areas and therefore moving supervising teachers as required.

Follow up with paperwork and phone calls for afterschool detentions for smokers and other

issues of misbehaviour.

Enlist assistance from DPs as needed.

Page 15

Bus Duty:

Be on time to bus duty.

Ensure students stand safely away from the road - behind the yellow line.

No ball playing.

Both HTs to attend to bus duty every week. Enlist assistance from DPs if ‘buddy’ HT is absent.

Supervise students getting on the bus.

Encourage students to line up when buses arrive whenever possible.

Enforce students using the pedestrian crossing to cross the road.

Remain on duty till 3.05 then check the remaining students are being picked up, remind students

to go to front office if they feel unsafe.

If one of the earlier buses is late, remain on duty and send a student to inform the office.

HT Faculty Duties:

Oversee the discipline of the classes in your allocated block in regard to roll call

If students are to remain out of class as a disciplinary measure during roll call then they shadow

the HT of that Year/Block.

Attend year assemblies when available and assist Year Advisers conducting these assemblies.

HT Blocks must be actively supervising every rollcall.

Roll teachers are to check uniform and DEAR books regularly.

HT Block is to ensure PBIS lessons are being done on Tuesdays Week B.

HT Block is to write letters of concern for uniform, reading book breaches as recorded in the

Uniform monitoring book.

HT Block is to support rollcall teachers with any discipline issues.

Page 16

ROLE OF THE YEAR ADVISER

There is a Year Adviser for every academic year in the school. The Year Adviser is the point of contact for

parents and students on all welfare related issues relating to students in their relevant year.

Duties include:

Monitor attendance regularly with the assistance of the HSLO

Monitor behaviour on Sentral fortnightly

Visit rollcalls to support student wellbeing and pastoral care for identified students in the grade.

Conduct a fortnightly assembly supported by allocated roll teachers, Head Teachers & DP.

Communicate any discipline issues with Head Teachers, Welfare and the Wellbeing Team.

Know the students in your year, their special needs and those students who are on a Life Skills

program of study.

Communicate with and attend meetings with parents and other school personnel

Organise progress reports when requested and/ or required.

Collect merit awards and keep records of student achievement

Arrange Principal’s awards & other awards for Formal Assemblies at the end of each term.

Give Year Adviser Awards for outstanding effort each term at the Formal assembly

Attend Presentation Night and present year awards

Arrange classes/electives for new enrolling students

Attend Welfare meetings every 2 weeks

File minutes of meetings and any student information confidentially

Follow process for student class changes and communicate with Office staff

Year 8 & 10 Year Advisers – collect data for elective choices and liaise with subject line organiser

Year 6, 7 & 8 Year Advisers arrange class lists and give copy of lists to office

Ensure prospective recipients of Gold & Platinum Medallions are ratified at an Executive meet

Page 17

SCHOOL SUPPORT PROGRAMS AND PERSONNEL

TEACHERS – should be willing to listen and guide students in the right direction. For faculty matters

classroom teachers refer student issues to their Head Teacher. For playground matters teachers refer

issues to the Head Teacher on playground duty. For welfare and other matters classroom teachers

usually refer students to the Learning Support Team for more specialised support.

HEAD TEACHERS – will follow up issues that students and teachers bring to their attention. Head

Teachers, as with all teachers, may refer students to the Learning Support Team for more specialist

support.

PEER LEADERS AND MEDIATIORS – is a program run by students who are trained in conflict

resolution. This is an excellent way to resolve a problem students may be having with another

student. Peer mediators do not take sides.

TALK TO SOMEONE – students are encouraged to talk to someone if they have a concern. Students

are welcome to write a note addressed to any teacher or support person – School Counsellor, School

Chaplain, Head Teacher Welfare or Year Adviser and place it in the red box marked “confidential” in

the front office.

There are other services provided in the school, which can address student needs as they arise.

Information about any one of them is available within the school.

Careers Adviser Counselling Services Dear and Peer Reading Scheme

Mentoring Year 6/7 Orientation Leadership training

Excursion program Talent Quests Student Representative Council

Links to Learning School Chaplain Gifted and Talented Program

Debating Girl’s group Curriculum Information Nights

HIU Program Peer Mediation Year Assemblies

Formal Assemblies

Home School Liaison Transition to work programs

“Kick Off” Special needs transition to high school program

Police Youth Liaison

Performing Arts Evenings

Anti-bullying including cyber bullying initiatives

Behaviour Support

Page 18

OTHER SCHOOL SUPPORT SERVICES

Student Assistance Scheme

To assist families meet some of the cost of schooling, public schools receive some money to distribute

for clothing, excursion costs, subject contributions (only under certain circumstances) and stationery.

Because of the limited funds this money is allocated on a needs basis. Applications for the Student

Assistance Scheme can be obtained from the front office, must be signed by a parent and approved by

the Principal and or Deputy.

Used Clothing Pool

There is minimal lost or second hand clothing available for use by students in need. The Head Teacher

Welfare and Deputy Principals oversee the distribution of this clothing.

Lockers

Lockers are available free of charge to students who have written medical documentation. Lockers are

located in G Block. See LOCKER POLICY.

Page 19

OUTSIDE SUPPORT ORGANISATIONS

Child Protection

Department of Community Services Helpline 1300DOCS

Counselling Services

Kids Helpline 1800551800 or kidshelp.com.au

Lifeline 131114

ICAMHS – the Infant Child & Adolescent Mental Health Service website www.icamhs.com.au contains

information about referrals, links to services and information for carers and families.

Health and Welfare Information

RESOURCES/APPS SUMMARY ACCESSIBILITY

Developed by Beyond Blue, the check-in

App helps young people plan how to

approach a friend in need while also

helping them look after their own mental

health

https://www.youthbeyon

dblue.com/

https://www.youthbeyon

dblue.com/help-someone-

you-know/thecheckin

Headspace is the National Youth Mental

Health Foundation providing early

intervention mental health services to 12-

25 year olds, along with assistance in

promoting young peoples’ wellbeing. This

covers four core areas: mental health,

physical health, work and study support

and alcohol and other drug services.

Information and services for young people,

their families and friends as well as health

professionals can be accessed through this

website, headspace centres, online

counselling service eheadspace, and

postvention suicide support

program headspace School Support.

https://www.headspace.o

rg.au/

Page 20

Research-based strategies for young people

to deal with general or specific anxieties,

including study stress, perfectionism and

social anxiety

http://mindshift.org.au/

An online resource that covers a broad

range of youth related health issues.

http://au.reachout.com/t

ough-times/mental-

health-issues

One of the most popular apps for learning

mindfulness mediation, with six different

courses to suit each age group. Developed

by Australian psychologists

https://smilingmind.com.

au/

Lifeline provides all Australians

experiencing a personal crisis with access

to online, phone and face-to-face crisis

support and suicide prevention services.

Find out how these services can help you, a

friend or loved one.

https://www.lifeline.org.a

u/

beyondblue provides information and

support to help everyone in Australia

achieve their best possible mental health,

whatever their age and wherever they live.

https://www.beyondblue.

org.au/

Stymie allows students at school to send

anonymous notifications about someone

they believe is being bullied or harmed.

This allows bystanders to remain

anonymous, gives them the courage to

overcome fears and social pressures that

prevent them from speaking out. It also

relieves feelings of hopelessness for

students who want to help their peers but

don’t quite know how.

stymie.com.au

Out & Online is an online program to

improve wellbeing and reduce mental

health symptoms in same-gender attracted

youth aged 18-25 years. Out & Online

provides early intervention for symptoms

of anxiety and depression based on

scientifically tested psychological

https://www.outandonlin

e.org.au/Default.aspx

Page 21

treatment.

Program users receive access to interactive

online material tailored to their symptoms,

including videos, downloadable audios and

tip sheets, online exercises and links to

other services

KidsMatter was developed by mental

health professionals and education and

childcare staff in response to the high rates

of school-age children with mental health

difficulties and the problems they face

getting help. Even though it is target at

early child hood, there are some very useful

readings relating to wellbeing and mental

health.

http://www.kidsmatter.e

du.au/about-kidsmatter

https://www.kidsmatter.e

du.au/families

Parenting fact sheets are available at www.oxygenfactory.com.au

Cybersafety Government Website

Australia’s youth live in a digital world. While this opens up opportunities and provides a rich source

of information, education and connection young people need to avoid the dangers of its misuse.

Cybersafety is the responsibility of the student and their parents/carers.

At Robert Townson High School we support Cybersafety through awareness and education seminars.

Bullying using social media sites can be a Police matter, and students and parents are encouraged to

check the government’s website

http://www.dbcde.gov.au/online_safety_and_security/cybersafetyhelpbutton_download/questions_a

nd_answers#1

Social Networking Sites

If your child has the social media network “facebook” check the following web address to report

harassment, a compromised account or to check the terms and conditions of “facebook”

http://www.facebook.com/help/?page=1020

Page 22

OUT OF CLASS POLICY

Students must be in class at all times unless they have a welfare pass or a permission note from their

teacher.

Welfare passes are issued to students who have a medical or welfare condition requiring the student

to have more frequent rest breaks, toileting or other needs. Welfare passes are issued by the Head

Teacher Welfare when medical reports from a doctor or a written request from a parent has been

obtained.

It is the responsibility of the student to use their welfare pass for the specified need only. If this pass is

abused then disciplinary action may be taken.

It is the responsibility of the Head Teacher Welfare to communicate to staff those students who have

been issued with a welfare pass.

Truancy procedures

Class Teachers are responsible for recording any student lateness or absences on electronic rolls. If

students do not have a note for their absence it is the teacher’s responsibility to verify that the

absence was unjustified. If the absence was unjustified then the teacher must record the truancy (and

consequences issued) in Sentral and discuss the truancy with the Head Teacher.

It is the Head Teacher’s responsibility to place the student on an Afterschool Reflection.

If students are late to class or leave class early without written permission from a Head Teacher or DP

it is the teacher’s responsibility to issue a recess or lunch reflection equivalent to the minutes out of

class.

Use of toilets during class time

Students are encouraged to use the toilets at the appropriate break times during the day at

recess and lunchtime.

Students who find it absolutely necessary to use the toilet during lessons will be appropriately

screened by their teacher and where necessary will be given a permission note to use the

toilets in the Administration Block. Students will be required to show their permission note to

the Office Staff. DPs will scrutinise the use of this facility to determine any patterns of

behaviour exhibited by students. Such students will be interviewed by the DPs and

appropriate action taken.

The use of the toilets in the Administration Block by students is for emergencies only.

Teachers must not allow more than one student at a time to use the toilets in the

Administration Block and not within 10 minutes of a break such as recess / lunchtime.

Teachers are encouraged to keep students in for the time they were out of class in the toilet to

catch up on class time missed.

Use of toilets during breaks at recess and lunch

It is the student’s responsibility to use the toilets at the appropriate times at recess or

lunchtime or before school.

It is the student’s responsibility to be respectful of toilet building & facilities.

Page 23

Staff are to encourage students to use toilets during recess or lunch.

The Head Teacher of playground duty is responsible for the opening and closing of the toilets

at the beginning and end of each recess and lunch break.

UNIFORM POLICY

Robert Townson High School is a full uniform school.

The parent and community representative council ratified the present uniform for both junior and

senior students. Full details of the uniform requirements and purchasing details can be found on the

website or from the front office.

It is the student’s responsibility to wear the appropriate school uniform. If there is extenuating

circumstances where part of the uniform CANNOT be worn the student must bring a note from their

parent or carer explaining the reason for the non-uniform item. This item should be as close to

resembling school colours as possible.

It is the parent or carer’s responsibility to ensure their child has the full school uniform and wears

the uniform daily. This includes ensuring enclosed leather school shoes are worn. Parents must supply

an explanatory note should there be a reason for a non-uniform item. There are limited items

available in the clothing pool or some money available for parents who have difficulty supplying

uniform for their child. Please see OTHER SCHOOL SUPPORT SERVICES.

It is all teacher’s responsibility to encourage and enforce full school uniform at all times. All

teachers must mark their rolls electronically and record uniform breaches electronically.

It is the roll teacher’s responsibility to check uniform in DEAR and issue red uniform notes to those

students who are out of uniform, even with an explanatory note from their carer. If students do not

have an explanatory note their uniform breach must be noted on Sentral. Breaches of detention

and/or uniform will be referred for Head Teacher of the Year/Block intervention and follow up.

It is the Head Teacher Block’s responsibility to check the Uniform monitoring book and issue

letters of concern for breaches of uniform.

FOOD IN CLASS POLICY

Food and drink are not to be consumed in class (unless the student has a medical condition or a

welfare pass). Repeat issues with food being consumed will be referred to the Head Teacher.

Reflections will be given and letters will be sent home to repeat offenders.

Page 24

ELECTRONIC DEVICES POLICY

Robert Townson High School has a strict expectation around electronic devices. Our policy states that

electronic devices must be switched off and in bags unless the teacher is using these devices for

approved curriculum purposes.

Introduction and purpose

Mobile devices as referred to in this policy include mobile phones, mp3/iPod/music players

portable computer games, recording devices and cameras. Accessories such as smart watches

(capability to receive texts, take photos remotely), Bluetooth devices, earphones and

headphones are also included.

The purpose of this policy is to ensure the safety and privacy of all members of the Robert

Townson High School community is met. It will enable a safe, respectful learning environment

across all areas in the school leading towards maximising learning opportunities in all settings.

Appropriate technological devices are and will be utilised to adequately and successfully

prepare our learners for the 21st century of work and further study.

Whilst outlined in this policy that at times mobile devices can be used during break times at no

point are phone calls allowed to be made.

Confiscation procedures for student who refuse to put their mobile phones away after given a

“chance to think” and “stop and make a choice” or after being asked by their classroom teacher,

head teacher, supervising teacher on playground duty or an excursion. The classroom teacher

will ask the student to hand the phone over. If the student refuses to follow these instructions a

Head Teacher will be made aware and will ask for the phone to be handed in and issue an

afterschool detention. If the student refuses to hand the phone over to the Head Teacher a

Deputy Principal will be made aware and will at the appropriate time ask the student to hand

the phone in. At any stage where a phone is confiscated, the intention will be to return it the

same day in the afternoon or the next school day where possible.

General rules and procedures

Mobile devices are currently not acceptable as part of the BYOD

The SAFETY AND SECURITY of mobile devices is the student’s responsibility at ALL times.

Missing, stolen or damaged mobile devices are NOT THE RESPONSIBILITY OF THE SCHOOL.

They are an unnecessary item for school use and teacher time cannot be diverted into

searching for these items.

Students must NOT call parents to arrange to go home or invite friends to come to the school.

FOLLOW THE CORRECT PROCEDURES for arranging to leave school early or seek appropriate

help to deal with any problems that arise during the day. The current procedures for early

leavers is to bring a note from home detailing your early leave reason signed by parents or

speak to a Deputy Principal during break times to organise a phone call.

Do NOT send text messages or phone calls to any people that are threatening in any manner.

This may be a breach of law.

Use of mobile phones during scheduled lessons and periods and events

Mobile devices are not permitted for personal use in any classroom or scheduled lesson

including roll call. This includes holding the device in student’s hands. Mobile devices must be

Page 25

out of sight during lesson times. New teaching staff unaware of the mobile device policy

allowing students to use their device will not be an acceptable excuse for students using their

device as students will be aware of rules and procedures.

Mobile devices may currently be used in class time for EDUCATIONAL PURPOSES WITH THE

EXPLICIT PERMISSION OF THE TEACHER AND HEAD TEACHER.

Mobile devices must not be used during period transitions. For e.g. between periods 1 to 2, 3 to

4, 5 to 6.

Mobile devices must not be used or seen during formal assemblies or similar meetings both

formal and informal.

Mobile devices must be switched off or on silent when in bags or pockets during class.

During assessment periods and examinations mobile phones must be switched off and in bags,

this includes vibrating mode turned off.

Mobile devices are not to be utilised during recess detentions, lunch time detentions or after

school detentions. This includes holding the device in the student’s hand. The device and

accessories including earpieces and headphones must to be out of sight during these times.

Mobile devices are not to be used as calculators in

class time (unless with teachers permission) and

never during examinations.

In line with the schools welfare management

systems, students will be given a “chance to think”

for breaking the mobile device rules. If the rules

continue to be broken students will be placed at

“Stop make a choice stage” and be given reflection

time. After this stage if the student still does not

comply with the mobile device rules in the

classroom or scheduled lesson they will be placed on a recess or lunch reflection. Some

examples of behaviour that would warrant these steps being followed, but is not limited to are:

Having the device in hand or on the students desk

Having earphones visible

Playing music, watching videos and or viewing photos.

The phone ringing or notification sounds going off in class or in examination periods.

Depending on the severity of the breach of mobile device rules a Head Teacher or Deputy

Principal may be alerted and consequences may be implemented at the executive member’s

discretion. Some examples of this behaviour may include but are not limited to:

Talking on the phone in class and refusing to hang up.

Showing inappropriate content to others or the teacher

Playing loud music or noises from the device and refusing to turn it off

Filming, recording or taking photos of students, staff or in general.

Holding the phone up to give the impression a recording or photo is being taken

Use of mobile phone during break times

Mobile devices may be used during break times which include before school, recess, lunchtime

and after school. During these periods mobile devices must not be used for the following:

Displaying, distributing recording of inappropriate content to students, staff and community

members.

Making phone calls or text messages in general

Page 26

Making phone calls or text messages in emergency situations (all communication with

parents/carers must go through the front office for safety reasons).

Recording film or taking photos of anyone or anything

Use of mobile phones during excursions

Mobile devices are not permitted to be used on excursions to take film, photos or recordings of

other students or members of the public. See exceptions below

Mobile phones must not be used to make general phone calls or text messages throughout the

excursion period. See exceptions below.

Mobile phone accessories such as headphones and ear pieces may not be seen or used during

excursion.

In special circumstances the mobile device may be used for the following reasons with

permission from your teacher. The following are some examples but are not limited to:

Calling parents or carers and advising them the bus will be late to drop off back at school

Take photos of specific items that may assist in project, assessment tasks or research

assignment.

Permission must be obtained by the teacher in any circumstances where the mobile device can

be used as outlined above or other circumstances that may arise as outlined by the teacher.

Page 27

RTHS LOCKER POLICY

Robert Townson High School has a number of lockers locatable in Welfare (G) Block for students with

a diagnosed medical and/ or additional needs. To access to a school locker, students must submit an

application form (RTHS Locker Application Form). Students wishing to obtain an application form for

locker allocation should contact Head Teacher Welfare (G Block). Locker applications are reviewed as

required by The Wellbeing Team.

RTHS LOCKER TERMS AND AGREEMENTS

In order to ensure student safety and equity, the school adopts the following rules and regulations:

1. LIABILITY. The school remains the owner of the locker however does not hold any responsibility

for lost, stolen or damaged personal property within the locker.

2. STORAGE. The lockers are to be used to store school supplies and personal items necessary for use

at school. The locker is not to be used to store items that will cause or can be used to cause harm to

a student or interference with schooling routine. Students will be expected to keep their lockers in

a clean and orderly manner.

3. The school will provide a lock for student lockers; the student must use the provided lock. A master

key will be kept in the Welfare Office. School staff will only access the locker if there is a suspected

breach of locker use. For more information see Authority to Inspect

4. ACCESS TO LOCKERS. Students will have access to lockers before school (8.00-8.20am), during

school lunch breaks (10.25-10.55am and 12.35-1.05 pm) and after school (2.45-3.00pm). Students

are not permitted to attend to lockers during class time.

5. AUTHORITY TO INSPECT. The school retains the right to inspect lockers to ensure they are being

maintained in accordance with the conditions of Rule No. 2. The principal or principal delegate will

conduct any inspections of student lockers. Before a student's locker is inspected, the student, if

present on the school premises, shall be notified and given the opportunity to be present during the

inspection. Where an individual is unavailable at time of inspection, the student should be notified

as soon as they become available.

6. DISPOSAL OF CONFISCATED CONTRABAND. The principal or principal delegate will dispose of

any contraband or confiscated items from lockers.

7. PUBLICATION OF RULES. A copy of these rules shall be provided to each student through the

application process. Any breach of the rules regarding locker use, may result in a review and revoke of

locker privileges.

Page 28

RTHS LOCKER APPLICATION FORM

Under the Disability Discrimination Act 1992, Robert Townson High School can provide students with

a diagnosed medical and/ or additional need, access to a school locker. Applicants must complete the

below application and submit to Mrs Griffiths in Welfare (G Block).

Student name: ____________________________________ Year: __________________

Details of medical and/ or special needs:

I have attached supporting medical documentation to this application.

Student signature: _____________________________________ Date: ______________

Parent/ guardian signature: _____________________________________ Date: ______________

Principal/ principal delegate: _____________________________________ Date: _____________

YES NO

I have read and acknowledge the RTHS terms and agreements for locker usage.

Approved Signed:

Declined Date:

Page 29

ANTI BULLYING POLICY

Robert Townson does not tolerate bullying. For more information see the Robert Townson High

School: Anti Bullying Plan.

Prevention

Robert Townson High School will take steps to prevent bullying by:

Teaching students so that they understand what constitutes bully language, and why it is

offensive

Assessing and monitoring the extent of bullying

Using inclusive language throughout the school curriculum

Use of curriculum opportunities to promote respect for others

Provide professional learning and support

Page 30

ROBERT TOWNSON HIGH SCHOOL

Page 31 Our School Anti-Bullying Plan

Page 32

Our School Anti-Bullying Plan This plan outlines the processes for preventing and responding to student bullying in our school and reflects the Department of Education’s Preventing and Responding to Student Bullying in Schools Policy (2011). This plan has been developed by representatives from across the school, including teachers, executive, school counsellor and parents. The plan will be reviewed and updated every two years. Statement of purpose Every person at Robert Townson High School has the right to be treated with respect in a safe learning environment. We value diversity within the community and provide programs and support which acknowledge difference and promote harmony. Definitions of bullying Conflicts or fights between equals, or single incidents, are not defined as bullying. Bullying is REPEATED verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or a group towards one or more persons. Bullying can involve humiliation, domination, intimidation, victimisation and all forms of harassment including that based on sex, race, disability or sexual preference. HARRASSMENT IS AGAINST THE LAW Cyberbullying definitions Cyber Bullying is direct or indirect bullying behaviours using digital technologies, this includes harassment via mobile phone, email and social media. It can include: Flaming - online fights using electronic messages containing angry or vulgar content. Harassment - repeatedly sending nasty mean and insulting messages. Denigration - posting or sending gossip or rumours about a person to damage his/her reputation or friendships. Outing - sharing someone’s secrets or embarrassing information or images online. Cyber-Stalking - repeated intense harassment and denigration that includes threats or creates significant fear. Sexting - the creating, sharing, sending or posting of sexually explicit messages or images via the internet, mobile phone or other electronic device by people, especially young people. TRANSMITTING SEXUALLY EXPLICIT IMAGES IS AGAINST THE LAW Protection Students, parents, caregivers, teachers and members of the wider community of Robert Townson High School have a responsibility to work together to address bullying. The individual and shared responsibilities of students, parents, caregivers and teachers in preventing bullying behaviour are: It is the student’s responsibility to:

Show respect for all members of the school community. Treat others with courtesy, kindness and respect. Take responsibilities for their own actions; value others, allowing for individual differences and similarities. Not take part in bullying in any way.

Page 33

Report incidents of bullying to a teacher. Understand and not tolerate the participatory role of bystanders. Speak out against bullying and report it when seen. Support students who are bullied. Support and assist with anti-bullying suggestions. Never exchange personal information on social networking profiles. Set your social networking profile to private. Abide by the school’s mobile device policy

It is the parents/guardians’ responsibility to:

Model and promote positive relationships that show respect and acceptance of individual differences and diversity. Treat others with courtesy, kindness and respect. Be aware of the school’s Anti-bullying plan and assist their children in understanding bullying behaviour and developing positive responses to incidents of bullying Watch for signs of distress in their child. Report incidents of school related bullying behaviour to the school. Provide support and encourage their child to seek help. Work collaboratively with the school to resolve incidents of bullying when they occur. Make use of the resources provided on the Department of Education website in relation to bullying and harassment. Monitor their child’s activities on devices - walk past, talk to them about what they are doing. Monitor your child’s access and use of social media/internet. Install filters & blocking software to minimize dangers. Remind their child to set the social networking profiles to private. Download the cybersafety button from www.esafety.gov.au Check out further information and tips for parents at www.esafety.gov.au

It is all staff’s responsibility to:

Model and promote positive relationships that show respect and acceptance of individual differences and diversity within the school community. Treat others with courtesy, kindness and respect. Follow the school’s Anti-bullying plan and Student Wellbeing policy. Model bullying prevention attitudes and behaviour. Be alert, attentive, proactive and responsive to potential signs of bullying. Respond in a timely manner to incidents of bullying according to the school’s Anti-bullying plan. School staff have allocated duties, accordingly instant action is not

possible. Document all incidents of bullying and harassment in line with the school’s required processes. Provide support and refer to the Wellbeing team as needed. Listen when a student needs to speak about particular school or home matters

Prevention Positive Behaviour In Schools (PBIS) is integral to building a climate of respectful relationships where bullying is less likely to occur. Our school expectations are: Be safe. Be respectful. Be a learner. Staff encourage safe, respectful learners using rule reminders, positive reinforcement (mini merits and merit cards) and fortnightly structured skills teaching.

Page 34

Staff use a structured classroom management system when responding to behaviours of concern in the classroom using the terminology “Chance to Think” and “Stop. Make a Choice”. Reflection Sheets are used by staff to support students to reflect on their behaviours and reinforce more positive, respectful behaviour choices. Promotion of mental health and wellbeing through the whole school Mindmatters program ensures social and emotional learning and mental health are a part of every classroom and every staffroom. All students in Years 7 and 8 participate in Y-Brave Respectful Relationships program. This is an 8 week strengths based program which teaches skills to enhance resilience. Outside organisations are regularly sourced to provide preventative programs which build resilience so students are better equipped to deal with bullying. Examples of programs that are conducted are Digital Thumbprint for all years and Youth Solutions conducts DARE annually with Year 9 students. Every year our school participates in activities and seminars supporting anti-bullying on the National Day of Action Against Bullying and Harrassment in March. Early Intervention Every year the incoming Year 6 students participate in a transition to high school program which assists integration into high school life, including identifying support personnel and providing strategies to cope in various situations. Meetings between feeder primary schools and high school welfare/learning support staff are used to facilitate the transition of students with additional needs, and those at potential risk of bullying. Students who present as needing further intervention are provided either individual transition, meetings with parents to compile safety or behaviour plans or case meetings and conducted with relevant personnel. Students who are identified at enrolment as having experienced bullying or having engaged in bullying behaviour are referred to the Wellbeing team and may be offered support from School Counsellors and/or their Year Adviser. Our Police Youth Liaison Officer conducts workshops for whole class or small groups addressing various issues including bullying, racism, homophobia and inappropriate use of social networking sites. Our school’s Chaplain may be referred students who are at risk of being bullied or who may exhibit signs of being a bully towards others, as an early intervention strategy. Response to bullying that has occurred at school It is the staff’s responsibility to:

Upon report of an incidence of bullying the Head Teacher/Year Adviser/Deputy Principal will interview the victim in a safe setting away from the bully and other students.

The safety of the victim and his/her welfare is prime consideration. Where a student is distressed, a staff member will remain with him/her. Any witnesses are interviewed. The alleged bully is interviewed to give their view. Where bullying is evident this will be discussed with the bully and a first warning given. The bully’s parents will be contacted, a record of the incident will be made

on the school’s data record system. The bully is also warned of school consequences regarding any revenge / having friends take revenge / further bullying of the victim. Recess/lunch or afterschool reflection may be given.

Mediation between victim and bully may be conducted by Head Teacher Welfare, Year Adviser or School Counsellor. The victim is provided with feedback including the warning for the bully and the implications should anything further arise. The victim’s parents are contacted. Ongoing support structures are offered to the victim and witnesses. This may include support from staff or School Counsellor, Chaplain, Year Adviser or external agencies,

for example, Burnside support programs, Police Youth Liaison Officer. For continued bullying:

In the case of a second or any subsequent instances the bully may be suspended, as per the school’s Suspension Policy, assuming no retaliatory action from the victim.

Page 35

A record will be kept of all reported incidents on the relevant student’s file including details of harm to the victim, personal factors of the students involved, care / action taken on behalf of the school, and/or other agencies e.g. Police, any underlying causes.

Support for victim (and witnesses where applicable) is also recorded. A ‘safety plan’ may be implemented, in consultation with Deputy Principal, Head Teacher Welfare and parents.

It is the student’s responsibility to: Report any incidents of bullying at school to a staff member who is aware of past actions, particularly your Year Adviser or Head Teacher Welfare. Though

allegations may be made to any member of staff many will not be aware of the severity and therefore, take only immediate measures. Discuss any incidents of bullying at school with a parent/carer. Comply with the school’s Anti-bullying plan.

It is the parent’s responsibility to: Encourage your child to report any incidents of bullying at school to their Year Adviser, Head Teacher Welfare or the Deputy Principal. Comply with the school’s Anti-bullying plan and any recommendations or negotiated outcomes. Not to take any action against the alleged bully if the incident is school-related.

Response to bullying that has occurred out of school hours/at home/mobile devices/social media sites It is the student’s responsibility to:

Secure and preserve any evidence. Do not respond to the message. Immediately exit the site if you feel uncomfortable or unsafe. Inform your parents/carers. Block the sender and contact the service provider to report the issue and request the content be removed. Strongly consider deleting your current e-mail address/social media site. Ask your parent/carer to support you to contact the Office of the Children’s eSafety Commissioner at www.esafety.gov.au to take down material if the social

media service does not do so. It is the parent’s responsibility:

If receiving harassing messages on a social network site such as MSN or Facebook, contact the service provider to block the sender or have the offending content removed.

If content about your child is not removed then follow the procedures in the Enhancing Online Safety for Children Act 2015 which can be found on the website www.esafety.gov.au

Inform the local Police. Ensure your child has no access to social media as ongoing exposure may lead to episodes of depression or anxiety. Seek professional medical support if your child’s mental health is deteriorating.

Police involvement The school follows the Department of Education’s Suspension Policy. The Police may be notified when assaults, use of or possession of weapons, or other such offences are committed upon school grounds or if the student presents as a risk to other students or staff. Police may also be requested by the school to conduct mediation where incidents of bullying involve parents/community members. Child Wellbeing Unit involvement Department of Education Child Protection guidelines will be followed. Mandatory reports will be made as required to the Principal who will make a Child Wellbeing Unit referral if needed. Complaints

Page 36

Any complaints from students and parents about any aspect of the implementation of this policy, when dealing with an issue of bullying, should be directed to the Head Teacher Welfare or Deputy Principal of that year group. An appointment should be made with the relevant staff member to ensure there is sufficient time for the complaint to be heard. Unresolved issues or ongoing complaints will be referred to the Principal This document will be available on the school’s website. Bullying data and suspension data will be used to evaluate the effectiveness of this Anti-bullying plan. This data will be reported on annually in our Annual School Report available on the school’s website. This Anti-bullying plan will be reviewed every two years. Additional Information Contact Information Kids Helpline 1800 55 1800 Headspace 02 4627 9089 Lifeline 131 114 Macquarie Fields Police Youth Liaison Officer 02 9605 0499 Websites www.esafety.gov.au www.bullyingnoway.org.au www.ncab.org.au www.reachout.com.au School Anti-bullying Policy development team Warren Parkes – Principal Gaye Hilder-Childs – Parent Representative Kate Plumb – School Counsellor Sally Willmott – Head Teacher Welfare Robyn Lunn – Learning and Support Teacher Pamela Skaroupka – Career’s Adviser Nicole Park – Year Adviser Worood Al Haider – Science Teacher School contact information Erin Griffiths- Head Teacher Welfare Robert Townson High School Thunderbolt Road RABY NSW 2566 Phone: 02 9824 7777 Fax: 02 9820 2921 Web: www.roberttown-h.schools.nsw.edu.au