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"The Department for Education states that there is a need for schools to promote fundamental British values. These are:\n- Rule of law\n- Tolerance of those with different faiths and beliefs\n- Mutual respect\n- Individual liberty\nAt The Lea we are continually enriching and developing our curriculum so that it incorporates British values as part of our overall PSHCE (Personal, Social, Health, Citizenship, Education) programme.\nWe actively reinforce these values in a wide variety of ways:\nRule of law\nPupils learn what is right and wrong through classroom rules, school rules and also through the Behaviour Policy. The link from this to laws of the country are regularly made and supported by visits from our police community support officer.\n- Behaviour Policy (527KB)\nPositions on the School Council and Eco Team are decided through a democratic process involving all pupils. Pupils are given an understanding of freedom of speech for all, including the role the media plays in this. Children’s newspapers are provided to facilitate discussion of local and national issues.\nTolerance of difference\nDebating forms part of English lessons where pupils listen and respond to contrasting viewpoints. The school actively celebrates its religious, cultural and ethnic diversity. All incidents of racism and bullying related to protected characteristics (i.e. age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership, and pregnancy and maternity) are registered and the Local Authority is informed.\nThe school has high standards it expects for politeness and considerate behaviour. All staff consistently model mutual respect in their dealings with children and parents/carers. We fundraise for charities e.g. Red Nose Day, Shoebox Appeal, Children in Need.\nAll pupils are made aware of their individual responsibility in making choices and decisions. Our Behaviour Policy embeds the idea of consequences based on choice and action."

"The School actively promotes positive and inclusive values including democracy, rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. The School believes that British Values are those values expected of anyone living in Britain, regardless of their nationality, culture or religious belief.\n- The School’s ethos reflects these values, with strong emphasis being placed on positive relationships between all students. These values are promoted through the focus on Character Education in Tutor Periods, PSHE, the Assembly Programme and the Thought for the Week.\n- Within the multi-cultural School environment there is an awareness of the need for respect for all. This is modelled by the multicultural staff, and through the swift intervention when tensions do arise between students. Where necessary, a programme of individual support is put in place through the School’s Learning Mentor. Visitors to the School frequently comment on the friendliness of the students and the positive relationships between all groups.\n- Students have a strong understanding of the need for rules to be respected to ensure the School is an orderly society and an understanding that when rules are violated there are consequences.\n- Learning is collaborative, in mixed groups, and students are encouraged to express their views openly and to understand different points of view.\n- The curriculum and extra-curricular activities provide a wide variety of opportunities to explore issues around individual liberty, mutual respect and cultural identity e.g. studying a range of English Literature, RE, PSHE, Art, Music and the annual Cultural Fusion Show run by the Sixth Form.\n- Students have opportunities to learn about democracy in action through the Year Councils, Student Council and the Youth Parliament, as well as the Mock Elections run alongside National General Elections.\n- Staff understand the need to challenge extremist attitudes and report concerns following procedures in the Safeguarding Policy. Training in the Prevent Strategy is included in the annual Safeguarding training delivered to all staff at the start of every academic year and new staff prior to starting work.\n- The low number of behaviour incidents and exclusions, positive ethos of the School and friendliness between all groups of students, provides some of the evidence for the assertion that Heston is an environment in which British Values are both implicitly evident and explicitly developed."

"- To set up a system to monitor and carry out the policy to promote a healthy school campus.\n- To provide a platform for teachers to share health related information, so as to raise the health concepts of all members in school.\n- A Healthy School Committee is setup and responsible for the construction of the overview of all the programmes in school, which is related to the promotion of Healthy School Policy.\n- Programmes related to Healthy School Policy fall into three categories:Whenever a certain area of the Healthy School Policy is not adequately covered, the Healthy School Committee is responsible for organizing activities to fill the gap.\n- Physiology, including drug abuse, addictive behavior, personal hygiene, physical fitness, prevention of diseases, first aid and healthy diet.\n- Psychology, including mental health and dealing with pressure;\n- Social skills, including academic pressure, peer influence, family life and sex education.\n- Whenever a certain area of the Healthy School Policy is not adequately covered, the Healthy School Committee is responsible for organizing activities to fill the gap.\nHealthy School Committee:\nChairperson: Miss R. Wong\nSecretary: Mrs. Y.K. Tong\nNon-core Members: Key Learning Domain (KLD) Coordinators\nHeads of Functional Committees\nProgrammes for the Academic Year 2016-2017\n1. Information display : ‘Calories in, Calories out’\n– Introduction to the calories counter.\n– Information display on increasing calories burnt in daily activities like walking up stairs at school.\n2. Talks in assembly\nAn English Drama “Healthy Information for a Healthy Mind” offered by the Office For Film, Newspaper and Article Administration, would be held on 28th November 2016 in the assembly. This activity would be jointly organized by Discipline Board, English Department and Healthy School Committee.\n3. Anti-drug programme\nAn anti-drug microfilm show might be arranged for S1 students during the post examination period. However, possible activities offered by other outsources would still be taken into consideration as alternatives.\n4. Other programmes\nThe Committee would coordinate with Key Learning Domain (KLD) Coordinators and heads of functional committees in organizing programmes related to healthy school."

"Our facilitators have the experience and qualifications to engage with adolescents\nOur school incursions can be conducted as:\n- Single modules of 1- 2 hours\n- Whole day sessions\nAll educational programs are suitable for class sizes or small groups (maximum of 30 participants). They are tailored to suit the specific needs of each school and community.\nEach participant is evaluated. A detailed report is provided to the school following each workshop.\nInteractive school incursions\nOffering a holistic approach, the school incursions compliment the school curriculum, PDHPE syllabus and Crossroads program. They are designed for:\nEducational program topics\nOur Building Resilience workshop gives high school students the tools and strategies that they need to become resilient and confident young adults... more\nThis program provides adolescents with the awareness, strategies and tools to encourage a positive body image self worth and self esteem... more\nThis workshop teaches high school students how to handle, stop and prevent cyber bullying. as well as the strategies and tools on how to be cyber safe... more\nThis workshop gives students the tools and strategies to make healthy choices, build resilient relationships and how to handle, stop and prevent bullying... more\nThis workshop gives students the tools and strategies required to make informed and safe decisions about the use of tobacco, drugs and alcohol... more\nThis workshop informs and empowers adolescents about responsible decision making to drinking, risk-taking behaviour and to party safe... more\nThis workshop equips, empowers and inspires Year 11 and 12 students with practical tools and strategies to maximise their safety during schoolies events... more\nThis workshop provides students with the tools and strategies to help them survive this extremely stressful time.... more\nThis workshop is designed to equip young people with the knowledge, skills and values to have safe, fulfilling and enjoyable relationships... more\nWe address the issues of health, safety and wellbeing at a significant time of young peoples lives. Crossroads is a Stage 6 course students aimed at students in Year 10 and Year 11... more\nTopics include resilience, bullying, cyber bullying, alcohol, drugs, safe partying and adolescents... more\nWe can also arrange for a Motivational Speaker to talk about risky behavior and it's consequences.\nRead more about our motivational speakers\nExamples of educational workshops\nContact us for more details"

"Homes for children in danger\nThe project in brief\nThe Smile of the Child (TSoC)\nSince June 2017\nThis project operates 11 homes for children with a family-based care model, which provides a safe living environment for children of Greek or other origin that have been separated from their family environment as well as for refugee/migrant unaccompanied minors.\nExperience shows that the quality-approach builds a relationship of trust, an environment of safety and stability and ensures access to services for children and youth that will enhance a proper personal development, their prospects in life and will also enhance their potential for integration.\nOver the years, The Smile of the Child has demonstrated that its holistic and child-oriented approach creates a family for disadvantaged children. This retains children within a protective and caring environment, with no runaway cases. The local community supports the initiative and participates in the procedures as volunteers (Tutoring the children, assisting in the household…)\nSocial inclusion means that children:\n- Experience a sense of belonging\n- Are accepted (for who they are) within their communities\n- Have valued roles in the community\n- Are actively participating in the community\n- Are involved in activities based on their personal preference\n- Have social relationships with others whom they chose and share common interests\n- Have friends.\nWhen young people experience some or all of these conditions in their life they are more likely to be happier and healthier. In fact, social inclusion is an important “determinant of health”. Without inclusion migrants are more likely to experience poor health (including poor mental health), loneliness, isolation, and poor self-esteem. Without real social inclusion, young migrants will remain unconnected, unrecognized and uncooperative with the host society. The failure to adequately resolve this problem perpetuates the risk of exclusion in their life trajectories.\nUnaccompanied children seeking to obtain international protection in the EU must be provided suitable and safe reception conditions, which include placement with a foster family, accommodation centres with special provision for children, or other suitable accommodation, such as supervised independent living arrangements for older children.\nThe notion of “alternative care” in this context is not only about offering suitable accommodation outside the traditional reception institutions, but also about providing suitable assistance to the children - which should be tailored to their individual needs, besides facilitating access to education and healthcare. This is how the Homes operate. In addition, the organization deals with the issues of achieving full autonomy and effective social inclusion and support the children even after the age of 18.\nThe current alternative protection system in Greece is still failing to provide appropriate support to young migrants to achieve effective social inclusion. Within protection systems and when addressing inclusion of young migrants, most efforts tend to prioritize regulations of legal status, education and labour access as means to achieve autonomy and inclusion into the host society. Although these are effective pathways to achieve inclusion, it cannot be complete without the social component.\nThe model used by The Smile of the Child is proven to contribute to the successful social integration of these children, avoiding the feeling of separation and distinction, and preventing phenomena of racist and xenophobic reactions towards them.\n- Foster integration of unaccompanied minors into society.\n- Avoid institutionalization.\n- Joint upbringing of:\na) both girls and boys (girls aged 3 months-17 years, boys 3 months-10 years) and\nb) children at risk living in Greece and unaccompanied refugee/migrant children, based on a holistic approach, offering a full range of services and activities, including psycho-social assistance, adequate response to health issues, the provision of individualized legal information, etc.\nMain activities of the Good Practice\nEach Home has a maximum capacity for 30 children. Our Homes are staffed by:\n- Social Workers\n- Housekeeping Staff\nThe operation and daily life is adapted to each child’s individual needs, particularities and personality, always with respect to their personal will and opinions.\nChildren attend local schools, private foreign language courses, tutoring and courses on IT and computers. They also take part in sports activities, cultural associations, school and other outside activities. They play, celebrate, go for holidays, to the theatre, cinema and recreation parks, etc.\nIn addition to the assistance offered by the scientific personnel of our organization, specialized centers offer specialized services when necessary for the smooth development of a child’s personality and individual needs.\nVolunteers play a significant role in children's Homes, as they undertake certain obligations with consistency and responsibility.\nWhile the project did not include partner organizations, TSoC implements the project in close and continuous cooperation with the national authorities (e.g. Prosecutors for Minors, Ministry of Migration Policy, Municipalities, Police), UNHCR, IOM and other NGOs.\nTSoC has a longstanding collaboration with national and local authorities via the signed MoUs that TSoC has with numerous national, regional or local authorities (e.g. Ministry of Health, EKAV, Ministry of Citizen’s Protection, Ministry of Interior, Prefecture of Attica, Municipality of Thessaloniki, Ministry of Shipping & Island Policy) and UNHCR.\nLast but not least, the beneficiaries are directly involved in the design, implementation, monitoring and evaluation stages of the action.\nChallenges and how they were overcome\nChildren, despite their different linguistic, cultural and religious backgrounds, live harmoniously, completely free of social stereotypes and prejudices. They have the same needs, anxieties, difficulties and desires. They have moved away from their homes, trying to adapt to a new environment, to relate and trust new people and processes.\nAll children follow the same daily schedule, always taking into account the different cultures of origin, their customs, personal characteristics and abilities.\nIn order to provide complete care to all children in childcare settings, we must strive in every possible way for their future rehabilitation. Adoption and foster care procedures should be facilitated wherever possible, while it is important that family reunification procedures for unaccompanied minors are not impeded. This way all children, regardless of why they have been taken to a child residential care facility, have the opportunity to experience family-based care and stability.\nIn the same spirit of family-based care and stability, as well as on ethical grounds, our support and care is not abruptly discontinued at the age of 18, but adapted in a gradual process determined by individual needs and circumstances.\nResults of the Good Practice\n- The simultaneous cohabitation of refugee and migrant children with children of other social characteristics has significantly contributed to their faster adaptation to the new environment and country.\n- The stigmatization of refugee and migrant children has been avoided.\n- Since June 2017 until today, TSoC has accommodated a total of 19 unaccompanied refugee minors in total (in two homes).\nAntonia Tsirigoti, Project Coordinator, The Smile of the Child (TSoC)"

"Complex Need Department Overview\nOur Complex Needs Department provides an inclusive environment, in which a range of teaching strategies are tailored to create a personalised approach to learning. The department caters for students with a range of physical, medical and cognitive needs. These needs include Severe Learning Difficulties (SLD) and some students who have Autistic Spectrum Disorders (ASD) and who will benefit from being a member of a class group with more social peers.\nAcross Key stages Three and Four, students follow the National Curriculum, which includes familiar subjects such as English, Maths, Science, Humanities, Physical Education, swimming, Art and Design Technology, ICT, and Food Technology. We follow a secondary model and pupils are taught for some subjects by subject teachers as well as having a class teacher. Sessions are adapted to suit the need of the learner using a multisensory approach. Within all sessions there is a strong focus upon giving students opportunities to develop their communication, functional Literacy, Numeracy and ICT skills and to increase their independence in preparation for as they grow older. Students also take part in weekly Educational Community Visits, during which students access activities relations to their current programme of study. The sessions also provides the opportunity to learn about, experience, and explore how to behave appropriately, maintain personal safety and function with maximum independence when out in the wider community. Within Key Stage Four students are introduced to Vocational Skills, and have the opportunity to take vocational qualifications, accredited by Laser, such as “Becoming ready for the World of Work”.\nSpecialist Approaches and Facilities\nTo support and compliment the curriculum we have a wide range of specialist facilities and unique approaches to learning. Staff work alongside multi-professional agencies to ensure that all of the students’ needs are met to the highest of standards during their time at school. Staff work alongside Physiotherapists, Occupational Therapists, Speech and Language Therapists and Music Therapists to deliver individualised programmes as necessary."

"This policy was formulated in accordance with the Education Act 1998, Section 15, (1), (2) Section 21. (1), (3), (4), Section 23, (2)(3) and in accordance with Circular 20/90 of the Dept. of Education and Science and Rule 130 of the ‘Rules for National Schools’. It was reviewed in December 2008 and January 2009 to bring it in line with guidelines from the National Education Welfare Board. It was further reviewed in 2011 and during the 2016/17 school year.\nGood discipline is of paramount importance in educational institutions as it promotes order, gives security and fosters a situation wherein organised learning and safe and fair recreation may take place. Good behaviour stems from the development of self-discipline and the cultivation of relationships based on mutual respect.\nScoil Náisiúnta Naomh Micheál – Mission Statement\nThe Board of Management and Staff of Scoil Náisiúnta Naomh Micheál are dedicated to providing a Christian caring learning environment where every child is encouraged to grow and develop to his/her full potential.\nScoil Náisiúnta Naomh Micheál – Vision\n1. To create a safe, secure, caring environment where the child can feel happy and confident and where he/she can embrace change in a positive way.\n2. To recognise each child as an individual, to celebrate difference and promote tolerance.\n3. To promote a natural learning spirit and curiosity of life, where the child is encouraged to reach his/her true potential.\n4. To educate the child holistically – teaching a broad curriculum that focuses on the cognitive, emotional and spiritual needs.\nAims of the Code\n1. To support the right of each child to education in a harmonious environment ;\n2. To allow for the smooth, safe and harmonious running of the school;\n3. To promote the security and happiness of all children and staff in the school;\n4. To create an ordered and orderly environment in which pupils can feel secure and thus make progress in a holistic way whilst developing self-discipline;\n5. To promote good behavior and self-discipline among the children;\n6. To promote equality and fairness for all;\n7. To ensure consistency in the application of rules and sanctions.\n- The individuality of each child and the need to accommodate differences in an atmosphere of mutual respect\n- The right of each child to be educated in a secure, safe environment\n- The need for a strong sense of community and consistency within the school together with a high level of co-operation among staff, pupils and parents\n- Fairness and consistency in dealing with behaviour/discipline\n- The promotion of good behaviour through encouragement and praise\nNote: In our school we expect everyone to show courtesy and respect for others at all times everyone should endeavour\n• To accept the rules in a spirit of good will and co-operation;\n• To uphold the good name of the school;\n• understand that they have rights and responsibilities.\n• respect others’ points of view;\n• maintain excellent levels of behaviour on all school-related activities, outings, competitions, sporting activities etc.\n1. The daily responsibility for discipline within the school rests with the Principal. In the absence of the principal, the Deputy Principal assumes this responsibility. These duties are further delegated to other post-holders in the absence of the principal or deputy principal or other relevant members of staff.\n2. Each teacher has responsibility for the maintenance of discipline within his/her classroom, while sharing a common responsibility for maintaining a harmonious atmosphere within the school.\n3. A rota of teachers for yard duty will be drawn up at the beginning of each school year and issues that arise in the yard will be dealt with by the teachers on duty on any given day (in consultation with the class teachers and/or principal if necessary).\n4. A pupil will be referred to the Principal for serious breaches of discipline and/or for repeated incidents of minor misbehaviour (as defined in the “misdemeanours” section of this document).\n5. Parents/Guardians of all new entrants to the school will be required to sign an acceptance form in respect of the school’s behaviour policy.\n6. Rewards and sanctions (as described in the “Disciplinary Measures” of this document) may be applied through the application of pre-typed cards and/or letters/forms.\n7. Records of serious misbehaviour will be retained in the school.\n8. The Board of Management reserves the right to modify details of this policy at short notice to deal with matters that were not foreseeable when the policy was drafted.\n9. Standards, rules and sanctions in this code apply in any situation where the student, although outside the school, is still the responsibility of the school e.g. school tours and trips, sports events etc.\nClár Ama na Scoile\nStarting Time : 9.20\n• Sos Beag: 11.00 – 11.10 am\n• Sos Mór: 12.30 – 1.00 pm (Junior & Senior Infants)\n• Sos Mór: 1.00 – 13.30 pm (First Class to Sixth Class inclusive)\n• School closes at 2.00 pm for Infants and at 3.00 pm for all other classes.\nThe school cannot accept responsibility for escorting children to and from school buses. Parents/guardians are requested to collect children promptly as delays can be distressing for many children. In the event of a delay in their collection, children will wait in an orderly manner outside the main wall in front of the Principal’s office\n- All children should have a wholesome lunch (see separate policy)\n- Pupils may not each lunches on their way to and from the classroom\n- The school encourages the use of school milk\n- Glass bottles, cans or chewing gum are not allowed\nIn the interest of safety, children may not wear earrings/sleepers. Studs are allowed.\nFull school uniform/tracksuit is to be worn daily. Black shoes only should be worn with uniform. Grey or black coloured tights only are allowed. Any issues with school uniform may be communicated through the homework diary.\nPupils are responsible for their own personal belongings and recovery of mislaid books, lunch boxes and clothing is simplifies if they are clearly marked and checked regularly at home. Staff have raised concerns regarding previous accidents on stairs involved wheeled school bags. School bags on wheels are permitted at the discretion of parents.\nHigh levels of attendance are expected.\nAll pupils are regularly advised the observe the rules of the road and to behave well on the school buses. Issues relating to behaviour on school buses are referred to the relevant bus driver.\nIt is the policy to assign homework on a regular basis. Parents are advised to take an active interest in their child’s homework. Each child is expected to complete the tasks to the best of his/her ability.If for some reason achild cannot complete the homework, the parent should write an explanatory note in the homework diary. The issue of homework is further elaborated in the Homework Policy.\nEvery effort will be made to provide psychological assessment for children who are deemed to require such intervention. In general the school will liaise with NEPS in relation to learning difficulties or other concerns. Where appropriate, help will be sought also from support services within the community.\nOur School rules have been drawn up in accordance with guidelines laid down by the Department of Education and Science and following inservice from Mr. Anthony O’Gorman in September 2011 . The rules also apply to school-related activities such as school tours etc. Keeping them will mean that:\n- We will be able to work well\n- We will be safe and have good order\n- We will have a happy, relaxed, caring, Christian atmosphere.\nAt Scoil Náisiúnta Naomh Micheál, school rules are summarised in Four Statements which are:\n- Displayed in all classrooms and throughout the school;\n- Regularly discussed in all classrooms and at assemblies;\n- Included in the homework journals (First to Sixth Class inclusive);\nThe Rules are:\nThe Red Rule – Safety\nThe Blue Rule – Communication\nThe Yellow Rule – Learning\nThe Orange Rule – Respect\nParent-teacher meetings are held once a year. Parents who wish to meet with a teacher during the school year should firstly contact the school to make an appointment. Issues that could have an impact on a child’s behaviour should be communicated to the school so that allowances may have to be made in particular circumstances.\nA written note is required and should be given to the class teacher in the following cases:\n- When a pupil has been absent from school for any reason.\n- When a pupil fails to do or to complete homework.\n- If a school uniform/tracksuit is not being worn on relevant days.\n- When a pupil is unable to partake in a school activity e.g.swimming\n- In exceptional circumstances such as the need to take a child home from school during the school day.\n- If there is a change in the arrangements for collecting a child from school (e.g. being collected by a relative instead of the usual parent/guardian)\nParents/guardians will be contacted if a child is ill or has been injured during the school day. Parents/guardians should ensure that the school has up-to-date contact numbers (including an alternative number i.e. of a relative (or friend).\nParents/guardians will be contacted if and when a child’s misbehaviour is of a seriously unacceptable, ongoing and/or if it constitutes a danger to him/herself or others.\nChildren will be reminded of the main aspects of the code of behaviour on a regular basis – in the classrooms and at assembly.\nPraise may be given by means of\n- A quiet word or gesture to show approval;\n- Use of “homework passes” to give homework (or part of it) off on one night;\n- A comment in a pupil’s exercise book or diary;\n- A visit to another classroom or to the principal for commendation;\n- A word of praise at Assembly time;\n- Class – based recognition e.g. “pupil of the week” etc.;\n- A mention to parents – written or verbal communication;\n- Class treat e.g. Video, extra recreation time etc.\n- In exceptional circumstances – homework (or part of) homework off (either for individuals, groups or entireclasses etc.)\nDisapproval of unacceptable behaviour\nUnacceptable behaviour may be minor, serious or gross. The degree of misdemeanours i.e. minor, serious or gross will be judged by the teachers and/or Principal based on a common sense approach with regard to the gravity/frequency of such misdemeanours, as follows:\nExamples of steps to be taken by teachers when dealing with minor misdemeanours such as interruptions in class.\n- Verbal reprimand\n- Temporary separation from peers within the classroom\n- Temporary separation from peers in another classroom\n- Pupils may be asked to write out the rule (ie. the coloured card) or an explanation as to how a particular rule was broken. Any such note will be signed by parents.\nNote: The relevant teacher or teachers will decide on the relevant sanction(s) depending on the nature and number of misdemeanours.\nExamples of serious misdemeanours:\n- Constant repetition of minor misdemeanour (ie. no improvement following intervention)\n- Constantly disruptive in class\n- Frequenting school premises after the school day without appropriate permission\n- Using unacceptable language\n- Rough play that poses a threat to the safety of others\n- Graffiti on school property\n- Ganging up on, picking on or interfering with another pupil\n- Telling lies\n- Damaging or stealing another pupil’s property\n- Defiance to a teacher\n- Leaving school premises during school hours without appropriate permission\nExamples of steps to be taken when dealing with serious misdemeanours:\n- Reprimand by principal\n- Pupils to complete a report card outlining the nature of the incident, why their behaviour was unacceptable and making a commitment to acceptable behaviour in the future. This card will be signed by pupil and parent/guardian.\n- Incident will be recorded in the School Incident Book.\n- Loss of privileges (eg. Special treats which may include school tours and/or representing the school on sporting activities)\n- Parents called in to speak with class teacher\n- Supervised detention during one or more (but not more than four) breaks\n- Principal sends note in Journal to be signed by parent/guardian\n- Principal meets with one/both parents/guardians and child to outline the issues and to seek the co-operation of the parents/guardians in improving the child’s behaviour.\n- Chairperson of Board of Management informed and parents to meet with chairperson and principal\n- In the case of repeated serious misdemeanours (i.e. following an intervention by a teacher and/or principal), the Chairperson of the Board of Management will be informed and the Parents/Guardians will be requested in writing to attend the school to meet the Principal. The situation will be brought to the notice of the parent(s)/guardian(s) and they will be asked to co-operate with the school in ensuring that their child(ren) behave in a safe and acceptable manner.\n- In the case of damage to property/graffiti – making good the loss, by either repairing it or paying for it to be replaced, will be brought to the attention of the relevant parents/guardians.\nExamples of Gross Misdemeanours:\n- Possession of illegal substances\n- Malicious injury of another\n- Serious damage to school property or to the property of pupils or staff\nDealing with gross misdemeanours:\n- The principal will be informed of the situation\n- The safety of all concerned will be established through asking the pupil to accompany the principal, deputy principal or other post holder to the principal’s office\n- Parents/Guardians will be contacted and asked to meet with the principal who will outline the issues and seek the parents’/guardians’ assistance and co-operation in remedying the situation\n- The Chairperson of the Board of Management will be informed of the situation as soon as possible. The Chairperson, in consultation with the principal, will decide if the matter should be discussed at a meeting of the Board of Management\n- A meeting of the Board of Management will be held as soon as possible\n- The Board of Management will discuss the matter and may suspend the pupil (See notes on suspension above) having due regard for the law of the land and the guidelines of the Department of Education and Science. Alternatively the Board may decide that an alternative sanction (from the list of sanctions in the Code of Behaviour) would be more appropriate.\n- The Board of Management may decide that, in the interest of the safety of all concerned a child who has been repeatedly disruptive despite intervention may not be able to travel with his/her class on school tours\n- In the case of repeated serious misdemeanours i.e. following two inhouse and one full suspension (see below), and in the case of repeated gross misdemeanours, the Board of Management will expel the child. Parents/Guardians will be given 20 days notice and the Educational Welfare Officer will be informed of any pending expulsion.\n- In the interest of safety, the Board of Management may decide that the pupil is suspended during the twenty days between the Board’s decision to expel the pupil and the date of expulsion. The Educational Welfare Officer will be informed of any such decision.\n- Suspension (see note below)\n- Expulsion (see note below)\nThe Board of Management may sanction the suspension of a child following one or more instances of serious or gross misbehaviour, which are deemed sufficiently grave to warrant such action. Suspension may also be imposed if a child’s behaviour does not improve to an acceptable level. The Board of Management will decide on the form and degree of suspension on the basis of the seriousness of the incident(s) and/or the degree to which earlier interventions have been unsuccessful in bringing about the desired change in behaviour.\nParents/guardians will be asked to attend a meeting with the Principal and Chairperson of the Board of Management. Parents/Guardians will be informed of all decisions re. Suspension. Suspension will be in accordance with Rule 130(5) of the Rules for National Schools.\nSuspension will operate as follows\nThe Board of Management may initially impose a one day or two day inhouse suspension (i.e. the child is removed from the class and supervised by another teacher for the entire day(s))\nThe Board of Management reserves the right to impose a three day suspension in a situation where it is convinced of the gravity of the incident(s) and/or in situations where matters of health and safety are a cause of concern.\nRepeated serious misdemeanours following a one or two day inhouse suspension will result in a full suspension of three days. Three-day suspensions may be lifted, at the discretion of the Board of Management, following a meeting of the pupil, parent/guardian, with the school principal and the chairperson of the Board of Management. At this meeting the pupil would be expected to a. apologise, b. make a commitment to obey the school rules and if appropriate, c. make good any loss to the school/other child/teacher etc. e.g. in the case of damaged property and/or agree to the imposition of a lesser sanction such as temporary removal from his/her peers during break times.\nRepeated serious misdemeanours following a three day suspension will result in a further three day suspension.\nThe Board of Management will expel a child in the case of repeated gross misdemeanours and/or behaviour that presents an ongoing threat to any member of the school community. In accordance with Department of Education guidelines, the Board of Management will give 21 days notice to parents/guardians prior to any expulsion. The Education Welfare Officer will also be informed of this decision.\nIn the interest of safety the Board of Management may impose repeated three-day suspensions pending the expulsion of a pupil.\nIt should be noted that these lists of misdemeanours are examples only: It is not to be a totally comprehensive list of misdemeanours and procedural steps."

"SFUSD's nine service standards fall under the categories of Honor, Understand, and Guide, or HUG for short.\nThese HUG service standards help all SFUSD employees consistently provide high-quality service to our students, families, colleagues, and community members.\nOur Service Standards\n- Communicate positively and proactively\n- Respond in a timely, professional, and accurate manner\n- Respect ideas and feedback from people of all backgrounds and positions\n- Listen and ask questions\n- Empathize and consider different perspectives\n- Offer options and differentiated support\n- Be solutions-oriented\n- Collaborate and share responsibility to solve challenges\n- Clarify agreements and follow through on commitments\nHUG Service Survey\nSchool site leaders and others are asked to assess the services they receive from central offices each year. Once SFUSD's service standards were established, the HUG Service Survey replaced what was formerly known as the CARE survey. This data is important as SFUSD central office teams strive to improve the quality of the services they provide to schools and all of our community members.\nIn May 2019, site leaders, school site secretaries/ clerks, and central office leaders were invited to complete the HUG Service Survey. In addition to collecting feedback about each department, the 2019 HUG Survey asked respondents to rate SFUSD central services as a whole. Here is a summary of our district-wide ratings. As you will see, we have room for growth, particularly in the standards “Offer options and differentiated support,” and “Collaborate and share responsibility.” Our collective bright spot is “Communicate positively and proactively” –– although there is room for improvement there as well.\nImproving service to schools and other stakeholders is one of SFUSD's highest priorities. As such, our collective target is that 60% of departments score 3.5 or have 5% growth.\nThis page was last updated on June 3, 2021"

"Students learn to use their minds well, engage creatively and act compassionately.\nRiverdale develops inquisitive, imaginative and eager learners. Our students demonstrate academic mastery through exhibition to become effective communicators and responsible leaders.\nRiverdale 2024 Strategic Plan\nOUTLINING OUR STRATEGIC VISION | 2019-2024\nRiverdale is more than a school district. It is a community. One united by its dedication to its children and its desire to put education first. Our community shares in our triumphs, sees us through our challenges and shapes what our schools and our students become. Therefore our strategic plan is the result of shared community goals and, while it rightly puts our students first, it includes the entire community in its focus on creating an engaged, collaborative and inclusive environment.\nAn 'Essential' School\nAs a member of the Coalition of Essential Schools (CES), the teaching philosophy at Riverdale School District is guided by 10 Common Principles:\n- Learning to use one's mind well\n- Less is more: Depth over coverage\n- Goals apply to all students\n- Student-as-worker, teacher-as-coach\n- Demonstration of mastery\n- A tone of decency and trust\n- Commitment to the entire school\n- Resources dedicated to teaching and learning\n- Democracy and equity\nCES Benchmarks and the Habits of Mind\nWe lean on the benchmarks of the Coalition of Essential Schools as we continue to improve our school culture and practices, including the Habits of Mind. Habits of Mind (and heart) are ways to articulate the type of thinking and emotional dispositions that help students develop their social-emotional intelligence and succeed in school and life."

"Athletics at Applewild\nAt Applewild, athletics are for everyone.\nJust as our culture of inclusion encourages our students to be their best selves in the classroom and in their everyday lives, it allows them to have fun and improve on our athletic fields, no matter what their ability at the start of the season. In Upper School sports as well as Lower School physical education (PE) we help our students discover the value of perseverance, teamwork, and sportsmanship, while developing skills and healthy habits that will serve them well for the rest of their lives.\nWe recognize that activity and movement is important for ensuring that the school day is engaging and balanced for our students. Our Lower and Upper School students travel around campus for classes in different locations, break for snack and recess every day, and regularly participate in sports and PE. Applewild students are always moving — physical activity is woven into our regular days in a way that keeps our students engaged throughout their time in school.\nWhen Applewild students graduate, they are used to being active and sportsmanlike leaders, they know how to make informed life choices from our thorough health curriculum, they know the value of teamwork and self-improvement, and they are ready to confidently try their hardest at anything they encounter.\nLower School P.E. and Intramurals\nBeginning in Kindergarten, our PE program is designed to introduce skills to promote fitness, improve body control, spatial awareness, and motor skills, and encourage collaboration and good sportsmanship. Our younger students play games, learn the basics of different sports, and spend plenty of time outdoors, sometimes hiking in the hundreds of acres of conservation land surrounding our campus.\nIn the fourth grade students join our Green and White teams and begin to participate in Friday afternoon intramurals. In a relaxed setting, our students begin to apply their developing skills and values to seasonal sports and competitions with friends and classmates. Fifth graders have the opportunity to become Green and White captains, who lead the Lower School in athletics, bi-weekly common times, and broader Lower School life. In the eighth grade, Green and White captains act as leaders of the whole student body, organizing athletic events and heading the student council.\nUpper School Sports\nIn the sixth grade students begin playing sports every afternoon instead of having PE classes during the day. School days at Applewild never stop being varied and exciting, and students in the Upper School still have snack and recess, as well as other opportunities for movement, every day. Likewise, as sports become more competitive, Applewild physical education maintains its emphasis on inclusivity, teamwork, and respect.\nWe expect our Upper School students to try travel sports, and our no-cut policy ensures that Applewild students of all skill levels get to have fun and improve on the field. Every season, our Upper Schoolers get to choose between travel sports (including soccer, cross country, field hockey, basketball, and lacrosse), a rotating non-travel sports component, and our mentor programs. We expect our students to try travel sports, but we provide varied afternoon options so that students can delve more deeply into the areas about which they are passionate."

"The Lower School buddy relays is an annual spring tradition that celebrates school community, outdoor play and collaboration. Photo by David Kenas.\nSleep, regular exercise, and nutrition are the building blocks of physical health. Character strengths – such as grit, curiosity, social intelligence, zest – contribute to a positive outlook and balanced life.\nSince Riverdale’s founding in 1907, the school has recognized that students learn best in an environment where nature and human relationships support the development of healthy bodies and minds. With its attention to how students learn as well as how they develop, Riverdale helps students make positive choices as they learn to explore their identities, manage stress, and find outlets for their energy, individuality, and personal voice.\nAt the Lower School, Riverdale offers a spacious natural setting for instruction, sports, and imaginative play. Lunch is nutritious, and students have time built into their day for physical activity, play, and reflection. Riverdale’s character strengths provide a framework for learning as students learn how to be focused, resilient, respectful of others, and open to instruction and feedback. Mindfulness techniques help students and faculty refresh and refocus their energy. Physical education introduces students to a variety of activities that develop gross motor skills, cardiovascular endurance, hand-eye coordination, flexibility, muscular strength, and good character. Co-curricular activities support a welcoming and inclusive culture for children and families.\nAt the Middle and Upper School campus, playing fields and open spaces provide students with room to play pick-up basketball or soccer during their free periods, or read quietly on a park bench under a leafy tree. Middle and Upper School students can participate in a wide variety of individual and team sports. Physical education classes offer many options including swimming, yoga, and fitness training. A health curriculum addresses physiology, sexuality, stress, and substance abuse. The deans, the counseling office, and the Learning Research Team provide safe places for students to get advice and support. The school actively seeks information from students about academic and social pressure so that these concerns can be addressed through individual conversations as well as events for the grade and the entire division. The Community Engagement Team works to create a culture of belonging, where students can feel accepted for who they are.\nTo learn more about how Riverdale promotes healthy bodies and healthy minds, go to the following videos and stories:\n- Falcons Row Fast\n- Learning and Swimming With Purpose\n- A Running Mindset\n- Smarter Soccer\n- Riverdale Upper School Organizes Day of Wellness\n- Feeling Safe"

"Physical Education Zone\nIt is our intent that the teaching of PE at Nelson will lead pupils to have a positive lifelong relationship with physical activity.\nAt Nelson Primary School, our vision for Physical Education (PE) extends beyond physical activity. We are dedicated to nurturing a lifelong appreciation for physical well-being and mental health amongst our pupils. Our curriculum is designed to develop fundamental movement skills, enablingour pupils to confidently participate in a variety of sports as they progress into Key Stage 2. We firmly believe that physical activity positively impacts their lives, providing support for both their physical and mental well-being.\nOur PE curriculum is a comprehensive program designed to enrich our children's physical education journey. We have structured activities at lunchtimes, led by a PE specialist, creating an environment that promotes skill development, enjoyment, and engagement beyond the classroom. These sessions offer a valuable opportunity for pupils to actively play and establish a positive relationship with physical activity.\nAs part of our commitment to physical well-being, we have introduced a Mile Walking Track around our school field. This initiative encourages our pupils to engage in regular physical activity during break times, promoting a healthy and active lifestyle. The track is designed to make physical activity more accessible and enjoyable for our students, helping them stay active and fit while also fostering social interaction.\nIn addition to our curriculum, we provide a plethora of after-school sports clubs, including dance and a variety of other sports. These clubs offer diverse options that allow our pupils to explore their interests and passions. The clubs not only enhance their physical skills but also encourage teamwork and sportsmanship. They are an extension of our commitment to fostering a positive relationship with physical activity and well-rounded development.\nWe recognise the importance of water safety and pupils' ability to swim. Pupils in Year 3 participate in Intensive swimming Lessons during the year. These lessons equip them with essential swimming skills and water safety knowledge. In Year 6, additional swimming lessons are provided to ensure that our pupils not only meet but exceed national curriculum expectations. This year we have hired an on-site swimming pool along with qualified instructors to ensure that children are engaged with a intensive swimming instruction experience.\nOur PE lessons are characterised by pupils experiencing challenge and success while actively participating. We prioritise practical engagement and active learning, where pupils can articulate their progress and are offered leadership opportunities. This approach aligns with our ethos, where pupils have the experience of both winning and losing in a non-threatening environment, developing crucial life skills for coping with challenges."

"How we promote British Values at George Mitchell School\nAt George Mitchell we have a thriving student council comprised of representatives from each tutor group across the school. This ensures that the student voice is heard and other students know who to talk to if any problems arise.\nWithin English and Humanities the curriculum is geared towards developing students’ ability to advocate not only for themselves but also for others.\nThe rule of law\nOur student council representatives have devised a student code of conduct, highlighting the expectations of students for each other and this is displayed in each classroom. Through Citizenship we develop students’ awareness of laws and the process of how laws are made. Thus students understand the value and reasons for having both school rules and wider societal laws that benefit citizens.\nIn all subjects, students are encouraged to exercise their opinions; make choices independently and know their human rights. In Key Stage 3, they develop an in-depth awareness of how human rights are enshrined in law through a local, national and global scope. We cement students’ decision making ability in our safety and relationships drop down days where external organisations educate on topics such as sexual health and e-safety.\nOur FAB (Fighting against Bullying) group are pioneering our peer-led mediation between students. This has been very successful at resolving bullying issues and both students and staff believe this is an inclusive and respectful way to settle differences. Respect for others is a core value at George Mitchell and it underpins both our academic and pastoral work with students.\nCelebration of those with different faiths and beliefs\nGeorge Mitchell has a very diverse student body with over 15 nationalities represented and almost as many languages. These are celebrated in a variety of ways: Henna club after school twice a week; steel pan lessons; Black History Month celebrations during ‘Celebration Day’ to name just a few. Religious education is taught once a week by Humanities staff and there are dedicated spaces for prayers for staff and students. The staff at George Mitchell demonstrate their commitment to British values everyday through their interactions with students."

"How we promote British Values at George Mitchell School\nAt George Mitchell we have a thriving student council comprised of representatives from each tutor group across the school. This ensures that the student voice is heard and other students know who to talk to if any problems arise.\nWithin English and Humanities the curriculum is geared towards developing students’ ability to advocate not only for themselves but also for others.\nThe rule of law\nOur student council representatives have devised a student code of conduct, highlighting the expectations of students for each other and this is displayed in each classroom. Through Citizenship we develop students’ awareness of laws and the process of how laws are made. Thus students understand the value and reasons for having both school rules and wider societal laws that benefit citizens.\nIn all subjects, students are encouraged to exercise their opinions; make choices independently and know their human rights. In Key Stage 3, they develop an in-depth awareness of how human rights are enshrined in law through a local, national and global scope. We cement students’ decision making ability in our safety and relationships drop down days where external organisations educate on topics such as sexual health and e-safety.\nOur FAB (Fighting against Bullying) group are pioneering our peer-led mediation between students. This has been very successful at resolving bullying issues and both students and staff believe this is an inclusive and respectful way to settle differences. Respect for others is a core value at George Mitchell and it underpins both our academic and pastoral work with students.\nCelebration of those with different faiths and beliefs\nGeorge Mitchell has a very diverse student body with over 15 nationalities represented and almost as many languages. These are celebrated in a variety of ways: Henna club after school twice a week; steel pan lessons; Black History Month celebrations during ‘Celebration Day’ to name just a few. Religious education is taught once a week by Humanities staff and there are dedicated spaces for prayers for staff and students. The staff at George Mitchell demonstrate their commitment to British values everyday through their interactions with students."

"At Stanley Primary School we embrace the Government’s definition of British Values:\n- The rule of law\n- Individual liberty\n- Mutual respect\n- Respect for those with different faiths and beliefs\nAs a school, we take very seriously our responsibility to prepare children for life in modern Britain. We value the ethnic backgrounds of all pupils and families and undertake a variety of events and lessons to celebrate and explore these alongside other cultures in our country.\nWe ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of the school. All curriculum areas provide a vehicle for furthering understanding of these concepts. Our cross curricular approach provides excellent opportunities to deepen understanding, developing the spiritual, moral, social and cultural education of our children.\nThe school makes considerable efforts to ensure children have exposure to a wide experience beyond their local community through, for example, sporting events and a range of visits.\nWithin school, pupils are actively encouraged to make individual choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons.\nAt Stanley, we value the voice of the child and promote democratic processes such as our School Council whose members are voted for by the children. Ideas and events are planned and discussed with a chance for debate and putting forward points of view. Our Year 6 children are also given the opportunity to take part in a residential visit which includes a visit to Parliament.\nChildren are given responsibility to lead other children in games and activities so that they are fully involved in all aspects of school life. For instance, our older children are play leaders and buddies for the younger children in school. We expect all our children to be good role models for each other, which is encouraged through high expectations of behaviour and good manners.\nAt Stanley we will actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views."

"Our philosophy is based on providing high quality, innovative and explicit teaching programs that are targeted to address student learning needs within small classes. Teachers identify, plan and design learning opportunities which meet the outcomes identified in the Australian Curriculum.\nBecause we are a small school we are able to develop and share effective understandings about all our students and how they learn best. Our regular assemblies provide opportunities to celebrate student achievements and to recognise students who have demonstrated our core school values (Respect, Courage, Aspiration and Growth).\nPrimary teachers provide learning opportunities based on The Australian Curriculum and this includes English, Mathematics, Science, Information Technology and HASS (Humanities and Social Sciences).ecialist teachers provide weekly lessons in Music, Health, Art and Physical Education. Physical Education includes Learn to Swim programs for Kinder to Grade 6 students as well as Cross Country, Swimming and Athletics Carnivals. Students who perform well at these carnivals are able to represent the school at district level.\nStrong emphasis is given to the development of literacy and numeracy skills, which are vital to success in all subject areas. Careful monitoring and assessment throughout the Primary years ensures that children who are not making good progress can be identified and supported. In all classes an additional teacher is provided during to support literacy learning.\nVisiting performances and excursions throughout the year provide experiences to enhance the learning program in a range of curriculum areas and classes have ready access to the Marine Discovery Centre, often visiting it at least once a term.\nWe believe that developing positive relationships with families is crucial for maximising student learning and teachers make regular contact with families. All parents and carers are encouraged to contact their child’s class teacher if they are concerned about anything – we are always happy to help. Staff are also very appreciative of any time parents and carers can give to supporting classroom and school activities.\nThe following link provides information about preparing students for Kindergarten\nThe following links provide information for parents about teaching and learning in relation to the Australian Curriculum"

"Early Years & Elementary School\nAt ISS International School, we plan for and support learning experiences that enable each student to realise their potential. We believe that the building blocks for success and balance in students’ lives include physical, social and emotional well-being, a healthy and positive disposition, connectedness with others, and self-awareness.\nTeachers at ISS International School encourage the development of these attributes in students through carefully planned and aligned learning experiences in four key areas:\nStudents develop an understanding of their own beliefs, values, attitudes, experiences, and feelings and how they are shaped by them. They explore the impact of cultural influences, the recognition of strengths, limitations and challenges, as well as the ability to cope successfully with situations of change and adversity. Students inquire into their concept of self and how feelings of self-worth affect their approach to learning and how they interact with others.\nBeing Healthy, Safe and Active\nOur students develop an understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle. They inquire into the importance of regular physical activity, the body’s response to exercise, the importance of developing basic motor skills, and understanding and developing the body’s potential for movement and expression. They gain understanding of the importance of nutrition, the causes and possible prevention of ill health, the promotion of safety, and the rights and responsibilities we have to ourselves and others to promote well-being. Students aim to make informed choices and evaluate consequences to take action for healthy living now and in the future.\nCommunicating and Interacting\nOur students develop an understanding of how an individual and groups interact and communicate with other people, other living things and the wider world. They explore behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them.\nActively Contributing to Communities\nOur students are encouraged to be engaged contributors to initiatives that build and optimise the health and well being of their community. Students develop the knowledge, understanding, and skills required to critically analyse the range of factors that influence the health and well-being of their communities. They also learn to assess information, products, services, and environments in order to take action to promote the health and well-being of their communities."

"CASH DONATION – $9,978.66\nRespite and Education for Liverpool LGA kids living in families affected by mental illness.\n18 kids from Liverpool LGA, living in a family affected by mental illness, will attend a respite and educational weekend camp. They will participate in a range of recreational activities (like abseiling, high ropes, canoeing, rock climbing etc) and fun activities (games, craft, movies etc), plus Chat Groups – the psycho-educational component of camp. They will learn about mental illness, learn coping skills and where to turn for help when things get tough, to build their resilience. Meeting other kids in similar circumstances will reduce isolation.\nCamp will provide respite from their everyday responsibilities. Studies show children who live with mental illness are 50% more likely to develop mental health issues without some form of early intervention. Parental mental illness impacts children in a variety of ways – parental apathy, poor emotional support, inconsistent behaviour and, sometimes, inappropriate care, abuse or violence.\nChildren can be affected by physical separation from their parents due to hospitalisation; financial disadvantage, due to the parent’s inability to work; the stigma of mental illness, increasing isolation and leaving children burdened to care for their parents with little or no support By participating in this project, children’s quality of life will improve through:\n• the development of relationships with peers in similar circumstances, so they reduce their sense of isolation and increase social integration within the community;\n• psycho-educational support so they develop coping strategies; build resilience; learn about looking after their own physical and mental wellbeing; and understand the importance of looking after their own aspirations for the future;\n• the prevention of future behavioural mental health and associated anti social problems, through early intervention;\n• individual cases of abuse documented and reported, resulting in the safe relocation of children, if needed;\n• successful counselling, where needed, resulting in the prevention of intent to suicide; and\n• a lot of fun, participating in activities they would not normally be able to acccess, plus giving them something to look forward to as the next Kookaburra event is planned."

"Safe & Caring Schools\nBuilding positive places to learn and work together\nAs a parent, nothing is more important than your child’s safety and well-being. At the Peel District School Board, that’s our priority, too. We’re committed to providing a healthy, supportive learning and working environment for our students and staff. We know that students achieve their best when they feel safe, nurtured, welcomed, engaged, respected and included.\nYears of research have shown that students are more successful at school and in life when they learn positive values from an early age. We work with parents and the community to help students develop social skills and appropriate behaviours as they learn and grow.\nWe help students to become responsible, respectful members of society. We:\n· set high expectations\n· reinforce positive attitudes and behaviour\n· promote safe, healthy choices and respect for others\n· encourage student participation and leadership\n· foster parent and community involvement\nCharacter attributes in action\nAs part of the Ministry of Education’s focus on character development, we focus on important attributes or traits which form the standard for the behaviour of our students and staff. The six attributes—caring, cooperative, honest, inclusive, respectful and responsible—are taught in school, and are the basis of our working relationships in schools and worksites.\nRead our school resource (PDF) to physical acitivites that support Character Attributes in Action.\nKeeping our schools safe is a shared responsibility\nPeel schools are among the safest places in our communities—and, together, we share responsibility for keeping our schools safe. When staff, students and parents work together, we can make a powerful difference.\nThe school's responsibility:\n· provide a safe, nurturing, engaging, welcoming, respectful and inclusive school climate\n· teach positive behaviour and good citizenship\n· teach respect for self and others\n· provide tools to resolve conflicts constructively and respectfully\n· encourage healthy, inclusive relationships\n· apply consequences for inappropriate behaviour\n· support victims of inappropriate behaviour\n· communicate openly and honestly\nThe student’s responsibility:\n· attend classes punctually and regularly\n· treat others with respect and dignity\n· exercise self-control and self-discipline\n· take responsibility for his own actions\n· practice honesty and integrity\n· resolve conflict in a constructive and respectful way\n· respect school and community property\n· tell an adult if you or someone is being bullied\nThe parent’s responsibility:\n· understand and support the school, Peel board and provincial codes of conduct\n· communicate regularly with the school\n· help your child follow school rules\n· be actively involved in your child’s learning and progress\n· model and reinforce positive behaviour at home\n· monitor your child’s Internet use\n· report any serious incidents to the school and to the police\nA focus on safety\nThe Peel board’s Safe Schools policy is based on the Education Act and the Ontario Code of Conduct. Each school also develops its own Code of Conduct, based on provincial and Peel board policies. Copies of the school Code of Conduct are available from the school or available on school websites.\nWe know that each student is a unique individual and that every situation has a set of special circumstances. However, there are clear, fair consequences for behaviour that is contrary to the Safe Schools policy and the school Code of Conduct.\nProgressive discipline is an approach that makes use of a continuum of interventions, supports and consequences, building upon strategies that promote positive behaviours. The range of interventions, supports, and consequences used will be clear and developmentally appropriate, and will include learning opportunities for students in order to reinforce positive behaviours and help students succeed. For students with special education and/or disability related needs, interventions, supports and consequences will be consistent with the expectations in the student’s Individualized Education Plan (IEP) and/or her demonstrated abilities.\nStudents who behave inappropriately will face a range of progressive discipline interventions and consequences that may include, but are not limited to: oral reminders, contact with parents, withdrawal of privileges, referral to counselling, suspension and/or expulsion. All factors that may have affected the student’s behaviour will be considered before progressive discipline is applied.\nWhat is a suspension?\nAll suspensions range between one and 20 school days. Suspensions between six and 20 school days are referred to as long-term suspensions. During a suspension, students are not permitted to ride the bus to school, enter the school building or come onto school property for any reason for the duration of the suspension. In addition, the student may not attend any school-related activities, functions or events, even if he was expected to participate in these activities.\nWhat is an expulsion?\nUnlike suspensions that last for a specific period of time, expulsions don't have a time limit. Expulsions may apply to only the student's current school or to all Peel board schools. If a student is expelled from only her school, she will not be permitted on school property or school buses, and will not be able to participate in any school-related activities. If the Discipline Committee issues an expulsion from all Peel board schools, the student may only attend the board's Fresh Start program for expelled students. Expelled students will not be permitted on any other school property, and will not be able to participate in any activities that are connected to any other schools in the Peel board.\nPrograms for students who are suspended or expelled\nThe board is committed to providing suspended and expelled students with an opportunity to continue their education by providing an educational program and support to help students meet their learning goals.\nElementary students will be supported in continuing to acquire the necessary knowledge and skills outlined in the Ontario curriculum. Secondary students will be supported in continuing to earn credits towards their Ontario Secondary School Diploma.\nStudents who are suspended between four and 20 school days will be offered the board's Fresh Start program. While these students attend Fresh Start, they will continue with the work that is provided by the home school classroom teachers.\nExpelled students will be offered the board's Fresh Start program for expelled students. Once a student chooses to attend a program for expelled students, Fresh Start teachers take over the student's educational programming.\nStandards of behaviour\nThese policies and codes of conduct set clear standards of behaviour that apply to all members of the school community, including staff, students, parents, volunteers and visitors, whether they are on school property, on school buses, at school-authorized events or activities or in any other situation that may have an impact on school climate.\nWe expect students to respect their school Code of Conduct and to take responsibility for their own actions. We do not tolerate homophobia, gender-based violence, harassment, bullying, swearing, theft, inappropriate verbal, physical or sexual behaviour, gang-related activities, intimidation, alcohol or drugs, weapons, plagiarism, unethical use of technology, any form of discrimination or violence, or any other inappropriate behaviour.\nBullying is defined by the Ministry of Education as “a form of repeated, persistent, aggressive behaviour that is directed at an individual or individuals that is intended to cause (or should be known to cause) fear, distress and/or harm to another person’s body, feelings, self-esteem or reputation. Bullying occurs in a context where there is real or perceived power imbalance.”\nWe believe that no one deserves to be bullied and bullying is not acceptable. We teach students strategies to identify, deal with and stop bullying behaviour. Any form of bullying needs to be reported to the school immediately. School staff have an obligation to investigate behaviour which has a negative impact on teaching and learning.\nAcross the Peel board, schools use many programs and initiatives to prevent bullying and to intervene when bullying happens. Learn more\nYou can download a copy of “Bullying: We can all help stop it—A Guide for Parents” on the ministry’s website.\nWe work with community partners to provide programs and support to students. Police, emergency services, health agencies, Children’s Aid Society and many other agencies play a vital role in keeping our schools healthy and safe.\nTogether with Peel Regional Police, Ontario Provincial Police (Caledon) and the Dufferin-Peel Catholic District School Board, we have a protocol that gives schools guidelines for reporting serious incidents to the police. The protocol emphasizes the rights of students, staff and the community to learn and work in a safe environment."

"Statement of British values\nAt Westminster City School, we help our young people grow into caring, responsible and tolerant adults, who can make a positive difference to British society and to the wider world.\nAll British schools are required to promote the fundamental British values of: democracy, the rule of law, individual liberty, mutual respect, and tolerance of those with different faiths and beliefs. These are values that have come to be accepted throughout the democratic world, helping to create a safe and supportive society.\nAt Westminster City School, we actively promote British values in the following ways:\nWe encourage pupils and students to debate topics of interest and to make a meaningful contribution to our School. Our sixth formers, for example, take on leadership roles and responsibilities, while all pupils and students are regularly consulted (both formally and informally) on how our School may be improved. During national elections, we hold our own mock elections, helping our young people go beyond the classroom to learn more about the British electoral system.\nRule of law\nOur School’s sanctions and behaviour policy are well established and shared, while our rewards system creates a positive ethos. As well as rewarding 100 percent attendance and punctuality, we reward work of high quality, work that improves on past achievements, and consistent hard work and service to our local community. Assemblies celebrate achievements, as does our weekly parental bulletin where those achieving a significant number of merits and distinctions are acknowledged. Our annual Celebration of Achievement Evening at Westminster Abbey is an excellent event where achievements are also feted.\nIn addition, our PSHCE curriculum in Year 7 develops an understanding of where the role of law comes from, as well as the positives and negatives of democracy, and the rights and responsibilities that we have as a community.\nOur safe and supportive environment helps pupils and students develop self-knowledge, self-confidence and a growth mind set in all areas of school life, including beyond the classroom through participation in our many extra-curricular clubs and activities. Independent learning is encouraged and we offer frequent opportunities for our young people to grow in maturity and independence, particularly as they move towards our Sixth Form.\nOur clear anti-bullying policies emphasise the importance of creating an environment in which all individuals feel safe and valued, while our staff code of conduct ensures staff behave towards each other in an exemplary way, setting a good example. In addition, the language used between staff, pupils and students is, at all times, considered vital in showing respect to others.\nAlongside this, our PSHCE programme in Year 7 enhances our School approach with a unit on healthy friendships, including anti-bullying sessions. Our pupils and students revisit this theme in our PSHCE drop down days each year, where guest speakers and organisations (such as Diversity Role Models) deliver sessions that promote equality, diversity and respect.\nTolerance of those with different faiths and beliefs\nOur pupils, students and staff have links to over 100 different nationalities, so we help our young people develop an understanding of, and respect for, their own and other cultures. For example, through our PSHCE and our Religious Studies curriculum, our young people are encouraged to discuss and respect the differences and similarities between people. To further enhance this, organisations like Prevent and Caabu (Council for British and Arab Understanding) deliver sessions at our School as part of our PSHCE curriculum.\nIn addition, all at Westminster City School are encouraged to challenge any prejudicial or discriminatory behaviour.\nWe believe our School ethos and vision, and our curriculum, reflects and promotes British values. With our multi-cultural pupil, student and staff body, we ensure the education provided at Westminster City School helps develop our young people into good local, national and global citizens of the future."

"Establishing relationships and providing training for child/youth serving organizations and child protection has become critical for the ongoing safety and welfare of the families with whom we work. As our programs strive to create relationships with programs offering legal, housing, economic stability, and immigration services, we should equally prioritize creating a network of child/youth serving programs.\nMost battered women and their children are still in settings where we are not: neighborhood clinics, hospitals, welfare and child protection offices, day care programs and Head Start, schools, and Family Resource Centers. We need to collaborate with these settings to support the work that they are already doing for abused women or to help them establish responses. ~ Susan Schechter, 1997\nOften families who participate in our programs are also involved with child protection and child serving community agencies. It is incumbent upon us to work with those systems to ensure an understanding of the dynamics of domestic violence, how batterers parent and impact children and mothers, and how to support the safety of both children and non-offending parents. Promising practices for building and sustaining community partnerships include:\n- Building and sustaining relationships and partnerships with staffs of other agencies and systems that affect family safety.\n- Establishing a shared vision for practice based on safety for all family members.\n- Understanding various perspectives and work processes and acknowledging the experience and skills of staffs in other agencies.\n- Developing joint protocols and policies to guide practice.\nUse these questions to revisit program practices.\n- Do we have established connections and referral protocols with community programs and mental health providers that will support children and teens and promote resilience and healing?\n- Are we working with schools and early education programs to coordinate services whenever possible?\n- Are we effectively collaborating with community organizations to better meet the needs of the diversity of families with whom we work?\n- Do we have an established relationship with child protection which allows communication about supporting the safety of children as well as adult victims of domestic violence and ensures that children are not removed from non-abusive parents?\n- Do we intentionally build and sustain relationships and partnerships with staffs of other agencies and systems that affect family safety?\n- Do we work with community partners to establish a shared vision for practice based on safety for all family members?\n- Do we understand various perspectives and work processes and acknowledge the experience and skills of staffs in other agencies.\n- Have we developed joint protocols and policies with key community partners to guide practice?"

"Build loving communities that protect and heal children to prepare them for a brighter future.\nTo contribute to increased children who have positive and peaceful relationships in their families and communities. More than 5 million children to be reached by 2025.\nWho will the programme IMPACT?\n- Most vulnerable girls and boys.\n- Parents and caregivers.\n- Faith and cultural leaders.\n- Teachers and community leaders.\n- Government (Ministries, Departments, and Agencies) and local governments.\n- Civil Society Organisations, Non-governmental organizations, and UN agencies.\nWhat will the programme ACHIEVE?\n- Improving laws and accountability.\n- Increasing social services and support.\n- Attitude and behavior change.\n- Increasing budget for child protection.\n- Empowering boys and girls with life skills, resiliency, and voice to protect themselves and their peers.\n- Empowering communities including faith leaders, parents/caregivers, and civil society to make child-centered decisions.\n- Strengthen alternative care system for most vulnerable children including unaccompanied, separated, and children with special needs to receive adequate support.\nHow will this be ACHIEVED?\n- Support girls and boys with life skills to effectively participate in matters that affect them and to have positive, peaceful, and non-violent relationships with adults and each other.\n- Empower parents and caregivers to respect, nurture and protect children against all forms of violence.\n- Support communities, including schools, to demonstrate non-violent behavior and oppose violence against children.\n- Partner with faith and cultural institutions to actively participate in promoting positive attitudes, norms, and practices that prevent violence against children.\n- Advocate for effective laws, policies, and systems to be put in place to protect children from all forms of violence against children.\n- Advocate for the increased budget by local governments for child protection issues or activities.\nWhat will SUCCESS look like?\n- Children have positive, peaceful relationships with adults and each other.\n- Parents and caregivers make child-centered decisions and are empowered to respect, nurture and protect children.\n- Communities, including schools, promote safe environments for children.\n- Effective laws, policies, and systems are in place and enforced to protect children against all forms of violence.\n- Increased budget allocations by local governments to support child protection activities/issues.\nOur APPROACHES and MODELS\nCitizen Voice and Action (CVA)\nCommunities monitor and advocate for a safe environment for children.\n- Establish and train CVA groups to advocate for improved service delivery to meet formal standards and laws.\n- Support CVA teams in gathering evidence and community feedback to inform their advocacy agenda.\n- Support CVA groups to identify root causes of violence against children and to actively participate in the process of finding solutions.\nChannels of Hope\nEquip faith Leaders to use their role and combat cultural beliefs that negatively impact communities/\n- Train faith leaders to identify and support the most vulnerable children in their communities.\n- Support faith leaders to effectively mobilize congregations and strengthen existing community structures to protect children.\nSupport parents and caregivers to create family and community environments that foster children’s spiritual development and overall well-being.\n- Equip parents and caregivers to support their children’s spiritual; development through interactive workshops.\n- Equip parents and caregivers with positive disciplining techniques through faith and community leaders established support groups.\nWe are PRESENT in 32 districts\n- Madi Okollo\n*Statistics as of 2021"

"Meet the PE Department:\nMiss Laura Tea Head of PE and Acting Assistant Principal\nMiss Beth Gordon\nMr Jonathan May\nMiss Katie Watts (Head of PSHE)\nPhysical Education (PE) is a vital component of our school curriculum. It offers a unique contribution to the education of students through the opportunities it provides for them to plan, perform and evaluate a range of physical activities. It can enhance self-esteem and contribute to students’ moral and social developments.\nKing Lynn Academy encourages all students to develop physically and mentally and provide opportunities for all to succeed through their sporting interest or academically through the courses on offer. These include GCSE PE and BTEC First in Sport.\nWe are endeavouring to ensure that all students become:\n– Successful learners who enjoy learning and make progress\n– Confident individuals who are able to live safe, healthy and fulfilling lives\n– Responsible citizens who make a positive contribution to society\nIn the Physical Education department we are aiming to build on established success to raise standards further in PE and sport. It will harness the motivating power of sport to engage all our students, to promote social inclusion and develop leadership qualities. Physical Education is based upon the acquisition of knowledge and skills that are the foundation for engaging in physical activity. However, the mere acquisition of knowledge and skills is not enough. Our aim of Physical Education is to empower all students to sustain regular, lifelong physical activity as a foundation for a healthy, productive and fulfilling life. Teaching staff in the department are very experienced dedicated individuals, who often give up their free time for students to take part in before school, lunch time and after school clubs and fixtures.\nKey Stage 3\nAll Key Stage 3 PE lessons are taught in either single or mixed gender groups. Throughout Key Stage 3 the\nPE department ensures that all students follow as wide a range of activities as possible. This\nallows our students to experiment with sport and hopefully take at least one sport on in extracurricular.\nThe department strongly believe that young people should be given the knowledge\nto help them lead healthy lifestyles and will encourage all student’s to get involved in extracurricular\nschool teams or represent their house in any of the sporting activities involved.\nAssessing Students in Physical Education\nAt the end of each half term the students are given an age related expectation grade, which reflects the current assessment objective they are working on which could include knowledge, skills and understanding across the whole PE curriculum. The students are encouraged to take responsibility for their own learning in PE and set targets for themselves and ensure they understand where their learning needs to go.\nThe PE department at KLA aim to offer our students an up to date, contextualised curriculum,\nencompassing all activities recommended plus much more.\nOur PE department provides continuity and a variety of expertise. The PE department is\nsupported by other talented and interested members of staff from other departments within\nthe school who come and help out with teams and clubs, as well as specialist coaches in an\narray of different areas.\nKey Stage 4\nAt Key Stage 4, students’ personal development and potential should continue to build on the\nskills, knowledge and understanding acquired through following the Programmes of Study\nfor physical education at KS3. Students should become more responsible for their own\nlearning and should be encouraged to seek opportunities to continue these opportunities\noutside the school curriculum. Physical education at Key Stage 4 should provide students\nwith the opportunity to become informed and competent participants in physical activity\nthrough the knowledge and understanding of the principles pertaining to effective\nperformance, the intrinsic value of physical activity and the promotion of a healthy lifestyle.\nGCSE Physical Education:\nExam Board : Edexcel/ OCR\nGCSE PE will encourage students to be inspired and to develop awareness and appreciation\nof their own and others’ cultures in relation to physical education. The course prepares\nstudents to make informed decisions about further learning opportunities and career choices.\nIt enables them to become physically competent through being actively engaged in a range of\nphysical activities, and to become effective in their performance in different roles such as\nplayer/participant, leader and official.\nThis is a two year course is designed to stretch pupils physically and mentally. The course\naims to develop theoretical knowledge of Sport and physical ability. Pupils have two theory\nlessons and one double and single practical lesson per week. The theoretical element of the course\nenhances pupils understanding of the factors that affect performance levels, producing\nreflective performers who are able to develop themselves as sporting performers.\nExaminations on the course are weighted as follows: Theory 40% (Written exam) / Practical\n50% (Practical Performance, assessed in four sports) / Analysis of performance 10% (Oral\nExam, about their favourite sport).\nWe have an excellent reputation for delivering, ‘outstanding gcse practices and lessons’ and\nproducing ‘extremely high standards from all students, during their assessment’s, according to\nOfsted and the Edexcel external moderator. Such comments are earned through delivering\noutstanding lessons, consistently and striving to provide as many opportunities for all pupils\nto prepare as best as they can for all three aspects of this GCSE.\nFour practical activities assessed.\nEmphasis on practical skills, with 60 per cent coursework.\nNew Exercise Activities Group, allowing centres to offer three activities plus Fitness\nAnalysis of Performance, designed to be integrated throughout the course.\nFinal practical assessment, giving a continuity to the practical coursework.\nFocus on Factors Affecting Performance related to the physiology of exercise.\nA visiting moderation assessment programme.\nProvides a basis for Edexcel’s Advanced Subsidiary and Advanced GCE Physical\nThe BTEC qualifications aim to give all students the opportunity to gain a nationally\nrecognised qualification that can be used when applying either for post-16 education or\nemployment. The BTEC in Sport looks to use student interest in sport to promote academic\nlearning, along with providing the opportunity to acquire coaching and leadership awards\nand to use these to help develop sport within the local community. Students will also have\nthe opportunity to develop their practical skills throughout a range of activity areas.\nBTECs are designed to be largely assessed by coursework, removing much of the pressure of\nexaminations. Coursework is completed via a range of assessment methods including written\nwork, practical assessment and presentations. There is one piece or work that will be\nexternally assessed by the examination body, worth 25% of final the grade.\nThe course is made up of the following four units:\n· Fitness for sport and exercise\n· Practical sports performance\n· Training for personal fitness\n· Leading sports activities\nThe course is run over two years, with students having one BTEC theory lessons per week,\nin addition to their normal one core PE lessons.\nThe level of attainment will be marked individually for each unit of the course, in line with\nBTEC guidelines. The grades are:\n· Level 2 Distinction*\n· Level 2 Distinction\n· Level 2 Merit\n· Level 2 Pass\n· Level 1\nLevel 2 grades are equivalent to GCSE at grades A*-C; The Level 1 grade is equivalent to a\nGCSE grade in the D-G range.\nMost assessment takes place through internal assessment of coursework. However, there will\nbe one externally assessed piece of coursework worth 25% of the final grade. This external\nassessment will be based on the fitness for sport and exercise unit and will take the form of an\nFor further details on the courses including past papers, exam techniques, revision aids and all of the powerpoints and teaching resources used during the course visit the PE room for key stage 4 with your student log in.\nScheme of Learning Year 9 GCSE – Term 1 – Components of fitness\nScheme of Learning Year 9 GCSE – Term 2 – Anatomy of the body\nScheme of Learning Year 9 GCSE – Term 3 – Anatomy of the body 2\nScheme of Learning Year 9 GCSE – Term 4 – Effects of exercise on the body systems\nScheme of Learning Year 9 GCSE – Term 5 – Socio-Cultural issues 1\nScheme of Learning Year 9 GCSE – Term 6 AOP\nScheme of Learning Year 9 GCSE\nScheme of Learning Year 10 GCSE – Term 1 – Components of fitness\nScheme of Learning Year 10 GCSE – Term 2 – Anatomy of the body\nScheme of Learning Year 10 GCSE – Term 3 – Anatomy of the body 2\nScheme of Learning Year 10 GCSE – Term 4 – Effects of exercise on the body systems\nScheme of Learning Year 10 GCSE – Term 5 – Socio-Cultural issues 1\nScheme of Learning Year 10 GCSE – Term 6 AOP\nY10 Scheme of Learning unit B451\nThe sporting opportunities outside the classroom at KLA are numerous, fulfilling and a vital part of the pupils experiences. We take pride in offering as many varied and challenging clubs and activities for pupils of all ages to ensure every child has the chance to achieve success, improve their skills and enjoy physical activity in a safe, organised and fun environment. There is always a club available and when the final school bell rings at 3pm our staff and many pupils are in the welcome routine of beginning the next part of their day.\nWe pride ourselves on our performances in local and national competition and will enter as many tournaments as we can. There are local leagues in Basketball, Football (girls and boys), Cricket, Netball and Rounders. In Rugby, Athletics, Football, Cross Country, Hockey, Basketball, Netball, Badminton and Tennis there are Regional and County competitions.\nFor all these sports there are weekly clubs led by PE staff and specialist coaches for all to attend; with players showing commitment, responsibility, pride and teamwork to allow them to experience travel and competition with their peers. On top of this we have a close partnership with the West Norfolk School Games Organiser and always try to enter as many other competitions that are on offer.\nLinking With Local Clubs\nStrong links have been established with many local clubs and, where appropriate, new clubs\nhave been formed at the school. This currently applies in cycling, hockey, basketball, athletics and fitness.\nIllness or injury\nIf a student is not fit to participate in the lesson due to illness or injury, a note must be\nproduced by the carer/parent. All students will still be required\nto arrive with kit and wear this during the PE lesson. This will allow them to take on a\nrole within the lesson as a leader/coach or official and maintain a dry and clean Academy\nuniform to change back into for the remainder of the day. If they do not arrive with kit, they will be provided with clean laundered kit.\nThe PE department’s kit policy\nFailure to arrive with PE kit for the lesson, whether they are a fully active participant or not will result in the following actions:\n1 – Everyone makes careless mistakes- a warning is given\n2 – Break time detention\n3 – Afterschool detention\n4 – parent meeting.\nAs a department we will lend kit out if your child has not got the correct kit. The only item we will not supply is socks.\nTo support your child’s learning within the subject it is recommended that you:\n– Encourage them to take part in sporting activities outside of school in order to improve/maintain fitness levels\n– Encourage them to join in extra-curricular activities offered within the school\n– Keep a copy of the schools extra-curricular clubs at home to know what sports are on\nTweets by @KLA_PE"

"On this page\nThe people working in your organisation are central to creating a positive, child safe environment.\nIt is essential that staff and volunteers receive ongoing supervision, support and training relevant to their role and responsibilities.\nLeaders within your organisation should role model the expected standards of behaviour and values of your organisation.\nThis can help foster a culture of child safety, continuous improvement and accountability throughout your organisation.\nRegular support and supervision of staff and volunteers is critical for creating and reinforcing a child safe culture across all levels of your organisation.\nRegular supervision and support can assist your organisation to:\n- maintain a focus on matters relating to the safety and wellbeing of children\n- monitor staff and volunteer performance\n- provide staff and volunteers with support and guidance\n- offer a regular opportunity for staff and volunteers to share issues of concern\n- encourage staff and volunteers to improve their performance and skills in a positive and encouraging environment.\nConsider what training and professional development opportunities your organisation can provide to help staff and volunteers to do their job well and ensure they place the needs and interests of children at the forefront of everything they do.\nTraining and professional development can enhance staff and volunteer understanding of issues relating to children’s protection and development.\nIt can include both formal and informal activities with staff and volunteers such as:\n- an induction that covers your organisation’s child safe policy, code of conduct and risk management strategy\n- mandatory reporting training\n- inviting experts and other professionals to speak about topics relevant to children’s safety and development\n- supporting attendance at relevant seminars and training offered by external organisations\n- sharing and discussing relevant information (such as research/journal articles/conference papers) on children’s safety and development\n- providing opportunities to hear and learn from the experiences and views of children who are involved with your organisation\n- recognising and sharing good work practices of staff and volunteers to help keep children safe and protected.\nKeep a record of who has completed training and when the training was completed.\nChild Safe Environments\nPhone: 8463 6468\nEmail: educationchildsafe [at] sa.gov.au"

"DUSD 2018-2019 STRATEGIC FRAMEWORK\n- Improve Student Outcomes by ensuring every student is challenged and prepared for success in school and life by focusing on supporting a rigorous classroom environment, closing achievement and opportunity gaps and committing to equitable and research-based instructional and socio-emotional practices.\n- Support a Highly Effective Staff by fostering a responsive, caring, inclusive culture, which is built upon our professional learning communities and an unwavering commitment to robust recruitment, hiring, development, and retention practices.\n- Ensure Effective Resource Allocation and Efficient Systems of Operation by championing the needs of our school communities and being responsible stewards of the public's investment as our community rapidly grows.\nVISION, MISSION & CORE VALUES\nEducation That Inspires Lifelong Learning\nDublin Unified School District will educate every student to become a lifelong learner by providing a safe and supportive environment that fosters collective responsibility for each student’s success.\nWe Believe In...\n- Cultivating curiosity and critical thinking that guides rational, fair-minded, compassionate behavior\n- Providing a balanced comprehensive educational experience that bolsters achievement, integrity, resilience, flexibility, and a strong sense of self-worth\n- Valuing all students and their individual pursuits\n- Recognizing that our most valuable resources are our students, teachers, support staff, administrators, parents, and community\n- Building equity and inclusiveness in a safe environment\n- Creating supportive relationships and teamwork to bring us together"

"|North Knox School Corporation|\n|Bylaws & Policies|\n2105 - HUMAN DIGNITY\nThe North Knox School Corporation Board of Education believes it is part of our mission to provide a positive, orderly, and harmonious environment in which respect for the dignity and worth of every member of the school community is recognized and promoted. The Board believes that all employees, parents/guardians and students are entitled to be treated and are obligated to treat others with courtesy, fairness, and decency. Only through the commitment and ongoing attention of each of us to a safe, caring, and supportive atmosphere can we expect to achieve our objective of enabling all of our students to achieve their maximum potential as students, citizens, and productive members of society.\nNorth Knox Schools has a diverse, multicultural school community; a fact the Board considers an asset and a source of pride and enrichment. This diversity, however, underscores the importance of sensitivity to the backgrounds, feelings, and concerns of students and community members and of meeting the moral imperative of an equal opportunity society free of prejudice and discrimination. Accordingly, in this School District, statements of behavior by any member of the school community which insults, degrades, harasses, or stereotypes any other person on the basis of race, gender, handicap, physical condition, socioeconomic background, ethnic or national origin, sexual orientation, religion, or other similar behavior is unacceptable with zero tolerance.Revised 1/01"

"Streetsville Secondary School\n2016-2017 Code of Conduct\nStreetsville Secondary School recognizes that students achieve their best when they feel safe, nurtured, welcomed, respected and included. We are committed to providing a healthy climate for learning and working to support student success. For learning to be successful, schools must be free of negative factors such as bullying, discrimination and other harmful behaviours including physical violence in any form.\nIn the Peel District School Board, we understand that equity and excellence go hand-in-hand. One of the core goals in our strategic plan, the Report Card for Student Success, is the following:\n|\"Achieve equity for students and staff—we provide equity of access and opportunity for students and staff to learn, work and develop in an environment that is nurturing, engaging, respectful and inclusive.\"|\nOne of the Peel Board's projects is the implementation of six core character attributes. The attributes are taught in school, but they are also the basis of the board's working relationships – they help to create a positive climate for learning and working.\nWe want our staff and students to be:\n- Caring – showing compassion and kindness towards others\n- Cooperative – working collaboratively with others for a common purpose\n- Honest – being truthful, trustworthy and sincere in our speech and actions\n- Inclusive – treating everyone fairly and equitably\n- Respectful – treating others, ourselves and the environment with high regard and value\n- Responsible – being accountable and reliable in our actions and commitments\nWe believe that parents, the school and community must all work together to help students learn to become responsible members of society, being sensitive to the diversity, cultures and special needs of individual students. We must clearly demonstrate respect for social justice and human rights and promote the values needed to develop responsible members of a democratic society.\nThe Code of Conduct for Streetsville Secondary School aligns with and supports Ontario's Equity and Inclusive Education Strategy, the Peel Board's Human Rights policy and the Equity and Inclusive Education policy.\nOUR CODE OF CONDUCT\nThe Streetsville Secondary School Code of Conduct applies to all members of the school community including students, parents, guardians, volunteers, visitors and school staff, whether they are on school property, on school buses, at school-authorized events or activities, or in any other situation that may impact the school climate.\nAll members of the school community have a responsibility to respect and honour the school Code of Conduct, to demonstrate age and developmentally appropriate social behaviour and to take responsibility for their own actions.\nAll members of the school community are expected to:\n- demonstrate honesty and integrity\n- treat one another with dignity, respect and fairness, regardless of race, ancestry, place of origin, colour, ethnicity, creed, citizenship, religion, gender, gender identity, sexual orientation, age, ability, socioeconomic status, or any other attribute\n- take appropriate action to help those in need, seeking assistance to resolve conflict constructively and respectfully\n- show proper care and regard for school property and the property of others\nParent and guardian responsibilities include:\n- taking an active role in their son/daughter's education by ensuring that he/she is prepared for learning, including punctual and regular attendance, promptly reporting authorized absences and late arrivals, and communicating regularly with the school\n- reviewing the school Code of Conduct with their son/daughter and helping him/her follow school rules\n- helping their child understand that it is not appropriate to tease or bully others\n- monitoring their child's internet use and taking responsibility for his/her behaviour when accessing electronic resources from home\nStudent responsibilities include:\n- demonstrating a commitment to learning through punctual and regular attendance, being prepared and ready to learn\n- practising honesty and integrity including, but not limited to, not participating in or encouraging plagiarism, misrepresentation of original work, use of unauthorized aids, theft of evaluation instruments, or false representation of identity\n- following school rules and taking responsibility for his/her own actions\n- refraining from bringing anything to school, or using anything inappropriately, that may risk the safety of themselves or others\n- showing proper care and regard for school and community property, as well as only visiting other schools for school-related and authorized activities\nStaff responsibilities include:\n- helping students achieve to the best of their ability, developing self-worth, and being responsible citizens\n- maintaining order in the school and holding everyone to the highest standard of respectful and responsible behaviour\n- communicating regularly and meaningfully with parents/guardians\n- establishing a range of clear, fair and developmentally appropriate interventions, supports, direct skill instruction and consequences for unacceptable behaviour including but not limited to homophobia, gender-based violence, sexual harassment and inappropriate sexual behaviour\n- responding to and reporting behaviours which may have a negative impact on school climate\nBULLYING PREVENTION AND INTERVENTION\nWe are teaching students to identify and deal with bullying behaviour and to stop this behaviour from happening.\nBullying is typically a form of repeated, persistent and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear, distress and/or harm to another person's body, feelings, self-esteem or reputation. Bullying occurs in a context where there is a real or perceived power imbalance.\nWhen someone experiences or observes bullying behaviour, he/she is expected to report it to a teacher, teaching assistant or school administrator immediately. Bullying behaviour will be dealt with using a progressive discipline approach.\nStreetsville Secondary School encourages, supports and recognizes acceptable behaviour in our students through a variety of positive practices. Progressive discipline is an approach that makes use of a continuum of interventions, supports and consequences, building upon strategies that promote positive behaviours.\nWe encourage students to take responsibility for their behaviour and to accept the consequences of their actions. A progressive discipline approach is used to deal with inappropriate behaviour. This may include: verbal reminders, review of expectations, contact with parent(s)/guardian(s), written reflections, volunteer services to the school community, conflict mediation and resolution, peer mentoring, referral for support services and/or an opportunity for restoration and repair.\nWe recognize that each student is a unique individual and that every situation that requires disciplinary action has its own set of extenuating circumstances. All factors that may have affected the student's behaviour will be considered before progressive discipline is applied. Students who behave inappropriately will receive an age and developmentally appropriate consequence. For a student with special education or disability-related needs, all progressive discipline approaches will be consistent with his/her Individual Education Plan and his/her demonstrated abilities.\nSuspension and expulsion\nStreetsville Secondary School also supports the use of suspension and expulsion for serious incidents as outlined in the Peel District School Board's Safe Schools Policy.\nBefore considering whether to impose a suspension or make a recommendation for an expulsion, a principal considers mitigating and other factors.\nThe behaviours for which a principal will consider suspending a student include:\n- swearing (written or verbal) at a teacher or at another person in a position of authority\n- bullying, including cyber-bullying\n- uttering a threat to inflict serious bodily harm on another person\n- committing an act of vandalism that causes extensive damage to school property\n- possessing alcohol or restricted drugs\n- being under the influence of alcohol\n- committing any act, considered by the principal to:\n- have a negative impact on the moral tone of the school\n- have a negative impact on the physical or mental well-being of one or more school community members\nbe contrary to the school or Peel Board Code of Conduct\nIncidents for which a principal will consider recommending to the Board's Discipline Committee that a student be expelled include:\n- physically assaulting another person causing bodily harm that requires medical treatment\n- possessing a weapon or using a weapon to cause or to threaten bodily harm to another person\n- trafficking in restricted drugs or weapons\n- giving alcohol to a minor\n- committing robbery\n- committing sexual assault\n- behaviour that:\n- is significantly detrimental to the school climate and/or to the physical or mental well-being of others\n- causes extensive damage to school property\n- causes his/her continued presence at the school to pose an unacceptable risk to other members of the school community\n- is a pattern of behaviour so inappropriate that the student's continued presence is detrimental to the effective learning or working environment of others\n- demonstrates a persistent resistance to changes in behaviour that would enable him/her to be successful\n- is a serious violation of the school or Peel Board Code of Conduct\nStudents who are suspended or expelled will be given an opportunity to continue their education through educational programs offered by the school board.\nThe school recognizes the benefits of a smoke-free environment for all persons. By law, smoking is not permitted at Streetsville Secondary School, on any other board property, on school buses or while attending any school-related event or activity. The use of all tobacco products (e.g. cigarettes, cigars, chewing tobacco, e-cigarettes, etc.) on school property, school busses, or while attending any school-related event or activity is prohibited. School property includes cars that are on school grounds and all lands to the edge of the sidewalk or street. The no smoking rule will be enforced within these areas.\nProviding tobacco products to anyone under 19 years of age is illegal.\nAlcohol and restricted drugs may be addictive and represent a health hazard. Possessing, using, trafficking in, or providing others with restricted drugs and/or alcohol will not be condoned at Streetsville Secondary School, on Peel Board property or at any school-related event or activity at any time. Drug-related paraphernalia that can be used for substance abuse are not permitted on school property.\nPossessing or displaying weapons of any kind, real, toy or replica, and all other objects that could inflict or threaten bodily harm will not be accepted at Streetsville Secondary School, on any Peel Board property, or at any school-related event or activity at any time.\nThe standards for school dress at Streetsville Secondary School are based on common sense and are intended to support the comfort, safety and modesty of all students. There is a strong relationship between neat, clean and appropriate clothing and a positive learning environment. Hats are not to be worn inside the school building.\nStudents are expected to follow the standards of behaviour outlined in the Code of Conduct while they are on the school bus.\nStudents are required to:\n- be at their bus stop at least five minutes before their pick-up time\n- go directly to their seats and stay seated\n- follow the bus driver's instructions and behave appropriately at all times\nStudents may not:\n- consume food and drinks on the bus\n- fight, swear or cause excessive noise on the bus\n- engage in activities that may endanger the safety of themselves or others\nUSE OF TECHNOLOGY\nStudents will demonstrate appropriate online conduct and manners and refrain from improper/unethical use of technology, including computer hacking and cyber-bullying. The internet must not be used for any purpose that is contrary to the intent of the Streetsville Secondary School Code of Conduct. This applies to school, work and home internet use.\nPhones may be used for instructional purposes at the discretion of the classroom teacher. Cell phones may also be used for communication between classes and during lunch. Photographs and videos may be taken with permission of school staff. Posting school-related photographs or images on the internet (including social network sites) without permission of a school official violates the Streetsville Secondary School 's Code of Conduct\nLearning & Instructional Technology Plan\nWi-Fi Technology has been installed in our school with the purpose of enhancing learning and engagement in the classroom. Students will begin to see teachers incorporate more digital resources into their lessons. As online resources are able to be accessed, students will be encouraged to BYOD—bring your own device. The plan improves equity of access to technology for all students through classroom technology in schools, and ensures schools across the system have similar standards of technology so that no child feels excluded.\nStudents are going to live and work in a world where people use their devices 24/7 so they need to learn to use technology effectively and respectfully. Digital responsibility is an important part of what we help students learn in school, and appropriate use will continue to be an expectation.\nStudents will use technology for educational purposes only. By accessing the Internet while on Peel board property or by logging in with a board login, students accept all terms and conditions of the Peel board network and Internet use, as well as Policy #78 – Digital Citizenship.\n|Users of technology are responsible for:|||\n- Using Board technology for curriculum related/educational purposes only\n- Using personally owned technology for curriculum-related/educational purposes only while on Board property\n- Their personal network login and password - this information should not be shared with anyone other than a parent/guardian\n- Demonstrating digital citizenship through the appropriate use of technology\n- Reporting any inappropriate use of email, data or unauthorized technology to a teacher or administrator immediately\nStudents will demonstrate appropriate, lawful, responsible and ethical conduct and manners. Students must follow Peel board security procedures and use Peel board virus scanning software. Although Peel board uses a content filter, students may encounter inappropriate material.\nInformation created on Peel board networks may be accessed and is subject to review. Personally owned devices used inappropriately to access/produce or share unlawful materials will result in full investigation and necessary action will be taken.\nUsers will refrain from improper/unethical use of technology, including computer hacking, cyber-bullying, and sending or receiving offensive pictures or materials. The Internet must not be used for any purpose that violates the school's Code of Conduct or the Municipal Freedom of Information and Protection of Privacy Act.\nAll users are expected to comply with all federal and provincial laws and regulations—Ontario Human Rights Code, Criminal Code, Education Act and Copyright Act.\nStudents accept full responsibility for their use of technology. Any inappropriate use such as harassment, plagiarism, financial gain, accessing or vandalizing other users' information, providing access to other accounts or posting private information will result in loss of technology privileges and/or other consequences consistent with the school's Code of Conduct, progressive discipline and safe schools legislation. When appropriate, offences may be reported to the police.\nPersonal electronic devices (PEDs)\nStudents are responsible for the care, maintenance and security of their personal devices. The Peel board and Steetsville Secondary School are not responsible for the replacement of lost, stolen or damaged items.\nTo ensure students stay safe on the Internet, students must never:\n- give out personal information such as their addresses, telephone number, age, school name or address\n- agree to meet with someone they meet online\n- respond in any form to messages which make them uncomfortable or are deemed inappropriate according to the school's Code of Conduct\n- share their personal student network login and password with anyone other than a parent/guardian\n- use other individuals' accounts\n- take and/or post photos, videos or images of an individual/group unless consent from the individual(s) (over the age of 18) or parental consent (for those under the age of 18) has been obtained"

"Code of Conduct\nThe school recognizes that students achieve their best when they feel safe, nurtured, welcomed, engaged, respected and included. We are committed to providing a healthy learning and working environment to support student success by promoting responsibility, respect, civility, academic excellence and good citizenship. For learning to be successful, schools must be free of negative factors such as bullying, discrimination, intimidation, hateful words and actions, as well as physical violence in any form.\nIn the Peel board, we understand that equity and excellence go hand-in-hand. One of the core goals in our strategic plan, the Report Card for Student Success, is the following:\n\"Achieve equity for students and staff—we provide equity of access and opportunity for students and staff to learn, work and develop in an environment that is nurturing, engaging, respectful and inclusive.\"\nOne of the Peel board's projects is the implementation of six core character attributes. The attributes are taught in school, but they are also the basis of the board's working relationships—they help to create a positive climate for learning and working.\nWe want our staff and students to be:\n- Caring – showing compassion and kindness towards others\n- Cooperative – working collaboratively with others for a common purpose\n- Honest – being truthful, trustworthy and sincere in your speech and actions\n- Inclusive – treating everyone fairly and equitably\n- Respectful – treating others, yourself and the environment with high regard and value\n- Responsible – being accountable and reliable in your actions and commitments\nWe believe that parents, the school and community must work together to help students learn to become responsible members of society by being sensitive to the diversity, cultural and special needs of individual students. We must clearly demonstrate respect for social justice and human rights, and promote the values needed to develop responsible members of a democratic society.\nOur Code of Conduct aligns with and supports Ontario's Equity and Inclusive Education Strategy, the Peel board's Equity and Inclusive Education Policy.\nThe school's Code of Conduct applies to all members of the school community including students, parents and guardians, volunteers and school staff, whether they are on school property, on school buses, at school-authorized events or activities, or in any other situation that may impact the school climate.\nAll members of the school community have a responsibility to behave appropriately, take responsibility for their own actions, and respect and honour the school Code of Conduct.\nAll members of the school community are expected to:\nParent and guardian responsibilities include:\n- demonstrate honesty and integrity\n- treat one another with dignity, respect and fairness, regardless of race, ancestry, place of origin, colour, ethnicity, creed, citizenship, religion, gender, gender identity, sexual orientation, age, ability, socioeconomic status or any other attribute\n- take appropriate action to help those in need, seeking assistance to resolve conflict constructively and respectfully\n- show proper care and regard for school property and the property of others\nStudent responsibilities include:\n- taking an active role in their child's education by ensuring their child is prepared for learning including attending school regularly and on time, promptly reporting absences or late arrivals, and ongoing communication with the school\n- reviewing the school Code of Conduct with their child and helping him/her follow school rules\n- helping their child understand that it is not appropriate to tease or bully others\n- monitoring their child's Internet use and taking responsibility for his/her behaviour when accessing electronic resources from home\nStaff responsibilities include:\n- demonstrating a commitment to learning through punctuality, regular attendance, being prepared and ready to learn\n- practising honesty and integrity by not participating in or encouraging plagiarism and misrepresentation of original work\n- following school rules and taking responsibility for his/her own actions\n- not bringing anything to school or using anything inappropriately that may harm the student or others\n- showing proper care and respect for school and community property, as well as only visiting other schools for school-related and authorized activities\n- helping students develop self-worth, achieve to the best of their ability, and prepare to become responsible citizens\n- maintaining order in the school and holding everyone to the highest standard of respectful and responsible behaviour\n- communicating regularly and meaningfully with parents/guardians\n- establishing a range of clear, fair and developmentally appropriate interventions, supports, direct skill instruction and consequences for unacceptable behaviour including, but not limited to, homophobia, gender-based violence, sexual harassment and inappropriate sexual behaviour\n- responding to and reporting behaviours which may have a negative impact on the school climate\nWe are teaching students to identify bullying behaviour and giving them strategies to respond to it and stop it from happening.\nBullying is typically a form of repeated, persistent and aggressive behaviour directed at another person that is intended to cause (or should be known to cause) fear, distress and/or harm to that person's body, feelings, self-esteem or reputation. Bullying occurs when there is a real or perceived power of imbalance.\nBullying can be based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education. Bullying may include the use of any physical, verbal, electronic (cyber-bullying), written or other means.\nWhen someone experiences or observes bullying behaviour, he/she is expected to report it to a teacher, teaching assistant or school administrator immediately. Bullying behaviour will be dealt with using a progressive discipline approach.\nThe school encourages, supports and recognizes acceptable behaviour in our students through a variety of positive practices. Progressive discipline is an approach that makes use of a continuum of interventions, supports and consequences, building upon strategies which promote positive behaviours.\nWe encourage students to take responsibility for their behaviour and to accept the consequences of their actions. A progressive discipline approach will be used to deal with inappropriate behaviour. This may include: oral reminders, review of expectations, contact with parent(s)/guardian(s), written reflection, volunteer services in the school community, conflict mediation and resolution, peer mentoring, and/or referral for support services.\nWe recognize that each student is a unique individual and that every situation that requires disciplinary action has its own set of extenuating circumstances. All factors that may have affected the student's behaviour will be considered before progressive discipline is applied. Students who behave inappropriately will receive an age and developmentally appropriate consequence. For a student with special education or disability-related needs, all progressive discipline approaches will be consistent with his/her Individual Education Plan and his/her demonstrated abilities\nThe school also supports the use of suspension and expulsion for serious incidents as outlined in the Peel District School Board's Safe Schools Policy.\nBefore considering whether to impose a suspension or make a recommendation for an expulsion, a principal must consider mitigating and other factors.\nThe behaviours for which a principal may consider suspending a student include:\nIncidents for which a principal will consider recommending to the board's Discipline Committee that a student be expelled include:\n- swearing (written or verbal) at a teacher or at another person in a position of authority\n- bullying, including cyber-bullying\n- uttering a threat to inflict serious bodily harm on another person\n- committing an act of vandalism that causes extensive damage to school property\n- possessing alcohol or restricted drugs\n- being under the influence of alcohol or restricted drugs\n- committing any act considered by the principal to:\n- have a negative impact on the moral tone of the school\n- have a negative impact on the physical or mental well-being of one or more school community members\n- be contrary to the school or Peel board Codes of Conduct\n- physically assaulting another person causing bodily harm that requires medical treatment\n- possessing a weapon or using a weapon to threaten or frighten another person\n- trafficking in restricted drugs or weapons\n- giving alcohol to a minor\n- committing robbery\n- committing sexual assault\n- behaviour that:\n- is significantly detrimental to the school climate and/or to the physical or mental well being of others\n- causes extensive damage to school property\n- causes his/her continued presence at the school to pose an unacceptable risk to other members of the school community\n- a pattern of behaviour so inappropriate the student's continued presence is detrimental to the effective learning or working environment of others\n- demonstrates a persistent resistance to changes in behaviour that would enable him/her to be successful\n- is a serious violation of the school or Peel board Codes of Conduct\nStudents who are suspended or expelled will be given an opportunity to continue their education through educational programs offered by the school board.\nThe school recognizes the benefits of a smoke-free environment to all persons. By law, smoking is not permitted at the school, on board property, on school buses or while attending any school-related activity. School property includes cars that are on school grounds and all lands to the edge of the street. The no smoking rule will be enforced within these areas.\nProviding tobacco products to anyone under 19 years of age is illegal.\nAlcohol and restricted drugs may be addictive and represent a health hazard. Possessing, using, trafficking in, or providing others with restricted drugs and/or alcohol will not be condoned at the school, on Peel board property or at any school-related event or activity at any time. Lighters and drug-related paraphernalia that can be used for substance abuse are not permitted on school property.\nPossessing or displaying weapons of any kind, including real, toy or replica, and all other objects that could inflict or threaten bodily harm will not be condoned at the school, on any Peel board property or at any school-related event or activity at any time.\nThe standards for dress at the school are based on common sense and are intended to support the comfort, safety and modesty of all students. There is a strong relationship between neat, clean and appropriate clothing and a positive learning environment.\nThe school recognizes the value of using Personal Electronic Devices (PEDs) to enhance 21st Century learning to support curriculum delivery. As such, we embrace the use of PEDs in a respectful and responsible manner, in keeping with the school’s Code of Conduct and the Peel District School Board’s Digital Citizenship Policy #78. The Code of Conduct and academic integrity apply to the use of technology whether students are accessing information from school, home or from a PED.\nStudents are able to use Board technology and their PEDs for educational purposes in classrooms, libraries, cafeterias/lunchrooms and other areas students gather to do their work, as outlined in the expectations below:\n- PEDs may be used in the classroom only with permission of a teacher or other staff member.\n- PEDs may be used outside the classroom as long as these devices do not distract from school activities.\n- PEDs may only be used to make and/or receive phone calls or texts in the school-designated area unless a teacher or staff member provides permission to do so elsewhere.\n- Students need to be diligent about safely storing their PEDs. The school is not responsible for lost, stolen and/or damaged PEDs.\n- Keep personal information private (e.g. age, address, phone numbers, usernames, passwords) unless approved by a teacher and/or a parent.\n- Use good judgment in accessing material on the Internet, and report suspicious concerns to a teacher immediately.\n- Create, display, use and store messages, images and videos appropriately while demonstrating respect, e.g. no cyber-bullying or using others’ passwords.\n- PEDs may not be used for any communication or for taking photographs/video unless permission is granted by a teacher or other staff member.\n- Posting photographs and/or images on the Internet (including social network sites) without teacher and/or parent permission violates the Code of Conduct.\n- With respect to Board technology, never download or install any software without the permission of your teacher.\n- Do not use Board technology resources to store materials not relevant to educational purposes.\n- Users should not expect privacy with respect to any of their activities when using the Board’s technology resources.\nWe have clear expectations around the appropriate, respectful use of technology. Inappropriate use of Board technology and/or PEDs may result in discipline or having the use of these services suspended or removed.\nStudents are expected to follow the standards of behaviour outlined in the Code of Conduct while they are on the school bus.\nStudents are required to:\nStudents may not:\n- be at their bus stop at least five minutes before their pick-up time\n- go directly to their seats and stay seated\n- follow the bus driver's instructions and behave appropriately at all times\n- consume food and drinks on the bus\n- fight, swear or cause excessive noise on the bus\n- engage in activities that may endanger the safety of themselves or others\nADDITIONAL ALLAN DRIVE EXPECTATIONS AND INFORMATION\nAllan Drive has a one hour lunch period from 11:26 a.m. to 12:26 p.m. Outdoor lunch recess is from 11:46 a.m. - 12:26 p.m. All students eat lunch at school and must remain on school property during the lunch period unless they are signed out by a parent or guardian.\nStudent have 40 minutes of time outside every day. Student safety is our first priority. We ask students to follow these rules when on the playground:\n1. Keep your hands and feet to yourself. No rough play.\n2. Remain within the boundaries set by the pylons.\n3. Parking lot is out of bounds.\n4. Keep away from the fences.\n5. Do not cross the yellow line by the bike racks.\n6. Place all garbage in the garbage/recycling bins provided.\nLockers are provided for Allan Drive students. However enrollment numbers may require some students to share with a classmate. Lockers are for the protection of student property. This protection can be assured only as long as students make sure their lockers are closed and locked properly. Students should not share their combinations with anyone other than their locker partner. Students are asked to remember their locker number and use only that locker. No student is to switch lockers unless this has been cleared with both the homeroom teacher and the office.\nGood housekeeping is essential within each locker to ensure the quality of personal material and projects as well as the care of textbooks. Students will be expected to maintain a tidy locker. Inappropriate pictures and graffiti are not allowed and can result in loss of locker privileges. Playing with locks on lockers of other students is regarded as a serious offense. All backpacks and school bags are to be stored in lockers and not carried in the school throughout the day.\nTHE PEEL DISTRICT SCHOOL BOARD DOES NOT CARRY INSURANCE COVERING LOSS OF ITEMS FROM LOCKERS OR ELSEWHERE ON SCHOOL PROPERTY.\nAll lockers must be secured with a combination lock. The locks are the property of the student. Lock combinations and serial numbers must be registered in the office. Locks that are damaged or lost are the responsibility of the student. Students are requested to keep their lock combinations confidential.\n- Students are asked and advised not to wear valuable jewelry or bring valuable items or large sums of money to school.\n- No jewelry will be worn during physical education classes for safety reasons.\nNo valuables should be left in the classroom or changerooms.\nThe school cannot be held responsible for valuables and clothing that are lost, stolen or damaged.\nStudents will be using a variety of books throughout the school year. These books become the responsibility of the student. Students will be held liable for any books which are lost, damaged or defaced.\n(Positive Alternative to Student Suspension)\nStudents who break school rules face a variety of consequences. Serious or repeat offences may result in suspension. The PASS ROOM is an internal suspension. Students are placed in an isolated, supervised setting and are expected to complete a follow-up plan to help them set goals that will eliminate inappropriate behaviour. This plan must be discussed with a counsellor and sent home for a parent's/guardian's signature."

"What are key elements of a bullying prevention and intervention plan?\nThe following exercise will help you gather information enabling you to meet your obligation to learn about and reduce the incidence of bullying.\nYour assignment is the following:\nExamine the ways in which your school’s bullying intervention and prevention plan facilitates students’ and staff members’ empowerment.\nThe following questions will help you complete this exercise:\n- How does the plan provide students with realistic and relevant information about bullying?\n- How does the plan encourage peer support among students? How does it support students who are witnesses and who want to tell someone? Does the plan ensure that students have access to relevant services and to adult resource people?\n- How does the plan increase students’ self-confidence? Does it build on students’ strengths and help them develop skills? Does the plan focus on what students can do – or can learn to do – rather than on what they shouldn’t or cannot do?\n- How does the plan encourage values, attitudes and beliefs that foster respect for the rights of students and others?\n- How does the plan foster students’ autonomy? For example, who makes decisions and how?\n- How does the plan contribute to breaking the code of silence and building peer capacity? Are allies’ potential and capacity maximized and are witnesses provided with guidance and support?\n- How does the plan guarantee students’ ongoing access to services and adult resource people as needed?"

"Promoting positive behaviour\nA safe and caring school works well at four levels:\n- the whole-school – where school values, policies, and practices are clearly defined and communicated to everyone\n- the classroom – that supports good social, emotional, and life skills\n- the individual child – who receives support when they are considered at high risk\n- parents, families, whānau, and the wider community – who are well connected with, and involved in, the school.\nKo te oranga taiao, he oranga tangata – environmental health is personal health. Child wellbeing depends on:\n- individual wellbeing (spiritual, mental, and physical health and relationships) being in balance\n- whānau having capacity for care, guardianship, and long term planning\n- vibrant communities that have cultural and intellectual resources and a secure cultural identity.\nSystems-thinking solutions are needed to address bullying behaviours.\nApproaches need to be aimed at changing the culture of the wider system and need to bring students, schools, families, and communities together to build the skills, strategies, and capabilities of all involved.\nBullying depends on the bully-victim-observer trade.\nPrevention programmes need to teach negotiation skills to potential victims, refusal skills to potential observers, and leadership skills to all students who may use bullying as an inappropriate way of being a leader.\n- Gather data about safety and bullying behaviour through interviewing staff, children, and the community. (Have an attitude of curiosity not animosity in your enquiry.)\n- Engage the community in a review to raise awareness, identify needs, create a shared vision, and commit to action.\n- Identify contributors to bullying behaviour over which parents, educators, and professionals have influence. These will be found outside the person: the events that reliably precede and follow challenging behaviour.\n(if you fail to plan, then you plan to fail)\n- Collaborate with students, staff, parents, whānau, and the community to develop a school policy and protocols.\n- Develop a plan outlining how you will address the contributors to bullying behaviour, model and teach expectations, build students’ resilience, allow for natural surveillance across the school, and make sure adults are highly visible.\n- Choose the smallest change that will have the biggest impact on the ‘hot spots’ or ‘hot times’ where aggressive or bullying behaviours are more likely to occur.\n- Generate a list of replacement behaviours. Frame these in positive, observable terms.\n- Model and teach expected behaviours.\n- Model and teach self-regulation, negotiation, and conflict resolution skills.\n- Teach children how to respond in bullying situations (stop/walk/talk).\n- Train staff in responding to bullying behaviours and teaching required skills.\n- Provide generous quantities of positive adult/teacher attention and other reinforcement.\n- Respond to unwanted behaviour with firm and predictable responses that are delivered consistently by everyone. Choose from a continuum of responses that match the intensity of the unwanted behaviour.\n- Maintain your programme of activities to address policies and practices over time, and regularly evaluate.\n- Applaud the adaptability of children and young people and celebrate their success.\n- Applaud the innovations and commitment of staff.\n- Make a big deal of it – regularly tell parents, families, whānau, and communities of the achievements of children and young people.\n- Responsive Schools by the New Zealand Commissioner for Children. A comprehensive resource on bullying and approaches to bullying.\n- Bully prevention manual American-based manual with six lesson plans.\n- Understanding bullying behaviours (PDF 88KB)\n- Understanding why children behave the way they do (PDF 90KB)\n- Creating a safe and caring environment that deters bullying (PDF 124KB)\n- Aspects of school life that could be reviewed by schools (PDF 107KB)\n- Promoting positive behaviour and learning in non-classroom settings (PDF 84KB)\n- Building social and emotional competencies (PDF 86KB)\nSurvey tools: Wellbeing@School – student and staff surveys and tools to assist New Zealand schools to create a safe and caring learning environment.\nUseful information for parents\n- Is my child a bully? (Ministry of Education website).\n- Is my child being bullied? (Ministry of Education website).\nUseful information for students\n- Step up, be safe, be proud – a guide to responding to bullying written by secondary students for other students (Ministry of Education website).\nOther useful sections of this website:\nStories and examples\nWe are still developing this section. Please visit again soon for stories and examples.\nMinistry of Education\n- Kia Kaha Youth Education Programme provides teaching guides and resources to assist teachers to address bullying."

"Increase the number and quality of caring adult relationships in students’ lives.\nCaring adult relationships promote positive academic, behavioral, and psychological development so that youth can succeed in school and life. Stable, trusting relationships provide important social support so that youth can graduate high school. A web of caring adults includes parents, family members, school counselors, teachers, school staff, social workers, youth workers, national service members, volunteers, and coaches.\n- Social support includes emotional, informational, evaluation, and instrumental assistance. Each of these plays a specific role for a young person’s development, but emotional (love and care) and instrumental (actions like providing a bus pass, a meal, a ride, or babysitting) acting in tandem are most likely to increase the number of students graduating without interruption.\n- Research shows that recruiting and training caring adults from diverse backgrounds leads to better outcomes for students of color.\n- Partnering with AmeriCorps and other direct service providers leverages outside resources to bring more caring adults into schools.\n- High-quality professional development opportunities on mentoring, cultural competency, and active listening can prepare teachers and other professionals so that they are best equipped to be caring adults.\n- Parents and families living in poverty also need extra support to be involved in their student's education and support them at school and at home.\nWHAT IS THE FIELD DOING?\n- National School Climate Center’s Comprehensive School Climate Inventory (CSCI) is a nationally recognized school climate survey that provides an in-depth profile of your school community’s particular strengths, as well as areas for improvement. CSCI data allows you to quickly and accurately assess student, parent/guardian, and school personnel perceptions to get the data that you need to make informed decisions for lasting improvement.\n- A School Climate Committee can be a key mechanism for creating positive social norms, reducing bullying, and developing more respectful, caring children. The Harvard Graduate School of Education’s tool, How-to Guide to School Climate Committee, provides a general structure and instructions for implementation. Students on the committee gain leadership skills and work to strengthen relationships between students and between adults and students in the school community.\n- YES! for Schools is dedicated to providing youth with a healthy body, healthy mind, and healthy lifestyle. They offer practical tools and life skills to manage stress and emotions like breathing techniques, stretching and exercise, and conflict resolutions skills. They engage the entire school community by identifying and training administrators, teachers, parents, and student mentors in YES! curriculum who can then sustain and grow YES!’s impact in the school over the long term.\n- Graduation Coaches fights the high school dropout crisis by supporting the adults who coach youth towards educational success. Graduation Coaches provide student support services with the goal of keeping students in school, helping them graduate on time, and preparing them for life. A number of Graduation Coach resource tools are available, including these from Cities of Service and the American Federation of Teachers\n- According to their website, “AVID trains educators to use proven practices in order to prepare students for success in high school, college, and a career, especially students traditionally underrepresented in higher education. AVID brings research-based strategies and curriculum to educational institutions in elementary, secondary, and higher education. The AVID System annually provides over 60,000 educators with training and methodologies that help develop students’ critical thinking, literacy, and math skills across all content areas throughout the entire campus, what they call Schoolwide AVID.\n- MENTOR recently partnered with the Department of Labor's Division of Youth Services to facilitate a webinar on workplace mentoring. The recording of the webinar provides the latest research and effective practices, including case studies from The Gap, JPMorgan Chase, and General Motors. Highlights from the webinar include a discussion of how top U.S. businesses collaborate with the public and nonprofit sectors to connect youth to mentoring relationships and how mentoring aligns with business priorities\n- First-generation students and those who come from low-income families often need additional support when preparing for college or the job market. EAB provides a look at three effective programs using caring adults to do just this.\n- Our Piece of Pie in Connecticut partners with colleges to prepare students on skills essential to entering the workforce. They say their program works because they invest in “forging and growing a personal, consistent relationship between each youth and a caring, committed, and proactive adult staff member.”\n- The career center at the University of California at Berkeley creates opportunities for first-generation students to network with first-generation alumni and employers where they can share college and career advice.\n- Pushy Moms, located at LaGuardia Community College, empowers moms, who have experience offering college guidance to their own children, to provide support for LaGuardia students.\n- In Washington, D.C., Ron Brown College Preparatory High School (RBHS) is the first single gender public high school in the District of Columbia Public Schools system. Empowering males of color with the pillars of Scholarship, Character, and Service, RBHS’ mission is to change the narrative around young men of color. RBHS relies on many full-time \"caring adult\" staffers, the CARE Team, to carry out and enforce restorative justice practices, and the school climate at RBHS is one of patience and growth. This CARE Team, which keeps the students on track emotionally and academically, sets the school apart\n- In Baltimore, Thread is working to create a new social fabric, where relationships are woven among students, volunteers, and collaborators. Thread engages underperforming high school students confronting significant barriers by providing each one with a family of committed volunteers and increased access to community resources. They foster students’ academic advancement and personal growth into self-motivated, resilient, and responsible citizens. Thread Families extend support beyond the school day and into the home by creating customized and comprehensive solutions to address the root causes of academic and social challenges.\n- Café Momentum, a Dallas, Texas restaurant and culinary training facility, “transforms young people’s lives by providing a positive environment in which at-risk youth who have spent time in juvenile facilities receive intensive culinary, job and life-skill training, as well as continued mentorship and support, enabling them to achieve their full potential.” During the one-year internship (preceded by a nine-week orientation), participants have the support of a case manager, participate in structured, hands-on training, and have the opportunity to apply to a restaurant externship.\n- At Putnum High School in North Clackamas, Oregon a network of caring adults—from teachers to principals—is making a concerted effort to guide students to graduation and college, giving them encouragement and support. The Oregonian reported on the school’s impressive efforts to develop a network of mentors and guide Latino students to graduation.\n- In Washington, D.C., College Bound offers over 190 students from 46 schools academic enrichment and resources to prepare for and succeed in college. This work includes the Academic Mentoring Program, which “matches students one-on-one with college-educated volunteers to strengthen the student’s math, language arts, and social skills while preparing them for the college journey.” In addition to the one-to-one mentor relationship, College Bound offers a myriad of enrichment activities to supplement the students’ experience and continue to foster a college-going culture. 100% of their students graduate high school and are accepted at colleges and universities\n- In Denver, Colorado, the Mile High United Way’s Bridging the Gap program is preparing youth exiting the child welfare system for the workforce. The United Way, along with partners, provides support and coaching to help youth become self-sufficient adults. Hear from two young people who benefited from the Bridging the Gap program and are now on their way to a brighter future.\n- The Kern Education Development Foundation is working throughout Kern County, California to connect STEM professionals with students from two Bakersfield high schools for monthly mentoring sessions. The program, Workforce Mentoring, aims to prepare youth with the skills needed to have “successful career pursuits, while developing a more qualified future workforce for local employers.” Part of the mentoring sessions includes a “glimpse into the everyday experience of having a job in Kern County via personal stories and encouragement.”\n- The Annie E. Casey Foundation launched its Juvenile Detention Alternatives Initiative (JDAI) 25 years ago. Their results report, JDAI at 25, draws on eight years of JDAI data, tells how participating sites have achieved significant and—in many cases—long-lasting reductions in rates of juvenile incarceration and juvenile crime. As part of their look back on 25 years of work, they released a video, Juvenile Justice: Caring Adults Kept Aurelia on Track, which tells the story of a young woman in trouble for whom caring adults made a different decision to pursue an effective conflict resolution approach instead of arrest.\n- MENTOR’s resource guide, Supporting Young People in the Wake of Violence and Trauma, provides information and recommendations to help mentors affirm young people’s experiences and provide support after incidents of violence or traumatic events occur. Episodes of violence, and other traumatic events in young people’s communities, impact young people’s lives in a variety of ways.\n- City Year believes that “education has the power to help every student reach his or her potential.” City Year works to bridge the gap in high-poverty communities by using AmeriCorps members to support students and schools. City Year AmeriCorps members partner with high-need schools in 28 communities across the country, providing extra support to help students stay in school and on track to graduate ready for college and career success\n- The First Tee trains paid and volunteer coaches to help youth build character, instill life-enhancing values, and promote healthy choices through the game of golf. Their afterschool and in-school programs use golf to reinforce integrity, respect, and perseverance. These programs place significant emphasis on mentorship, and both teens and alumni have said their relationship with their coaches grew stronger and more meaningful over time. Ultimately, the numbers show that The First Tee’s approach is working—80 percent of teens and alumni say that The First Tee helped them become better students\n- College Possible makes college admission and success possible for low-income students by working with AmeriCorps and Vista members who coach and support high school students through an intensive curriculum on the key aspects of preparing for college. College Possible currently has six sites and is piloting innovative program models to reach additional students through virtual and blended approaches including texting, video chat, document-sharing and social media\n- iMentor matches students with a committed college-educated mentor to guide them on their journey to college graduation. They provide mentors to high schools students, for at least three years, and recruit thousands of volunteers to fill this important role. The iMentor model “harnesses the power of long-term, personal relationships to help students succeed.” They partner with high schools in low-income communities, where a majority of students served will be first-generation college graduates."

"UNESCO Associated Schools Project\nGSS is proud to be a UNESCO school! That means we are part of the United Nations Education, Science and Cultural Organization’s (UNESCO) Associated Schools and Project network (ASPnet). The goal of this organization is to provide students with an international perspective of the curriculum in order to help them develop an understanding of how issues relate to their future and community.\nAt GSS we organize a variety of UNESCO projects and activities throughout the year. Some of the projects include acknowledging Orange Shirt Day -Every Child Matters in September, fundraising for our local Christmas Giving project and bringing awareness of global events to our students throughout the year.\nUNESCO has Four Pillars of Learning which are fundamental principles for reshaping education. Each year we choose one pillar to focus on. Our focus for 2017-18 is Learning To Be.\nLearning To Live Together: To expose individuals to the values, implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony. (2016-17)\nLearning To Be: To provide self analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for an all around complete person. (2017-18)\nLearning To Know: To provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning.\nLearning To Do: To provide the skills that would enable individuals to effectively participate in the global economy and society."

"At Central Normal School, we believe that the active and authentic involvement of students in their learning is crucial to engagement and achievement.\nStudents actively drive WISE within the school.\nWe believe that students are the heart of Central Normal School and actively seek student voice to make OUR school a great learning environment.\nCentral Normal School is a vibrant learning environment where we encourage whanau to share all learning with their tamariki. There are regular events that enable students to demonstrate their increasing understanding across all curriculum areas.\nWe offer quality teaching and learning by providing diversity and variety throughout our teaching teams. Each team provides stimulating and exciting learning opportunities for students making use of modern learning environments and ICT.\nAt Central Normal School classrooms are colourful, organised and reflect children’s learning.\nCheck out our teaching teams:\nCentral Normal School will endeavour, in a climate of aroha and co-operation, to provide a variety of positive learning experiences for the academic, physical, cultural, social and emotional growth of its children. Central Normal School is a safe and happy place where all will learn, work, and play together.\nThe teachers are available to share knowledge, and work with families for the benefit of their children. We welcome the support, interest and assistance of the community in all aspects of school life. Numerous opportunities exist for parents to participate in school and class programmes.\nAt Central Normal School, we aim to develop children who have these WISE attributes:\nWhanaungatanga (a sense of belonging)\nThe four major behaviour guidelines that WISE kids at Central Normal School follow are:\nKeep their hands, feet and other objects to themselves\nAre in the right place, at the right time, doing the right thing\nWe request that home supports these guidelines. Parents/Caregivers will be contacted on the day, if possible, if their child hurts, or is hurt by, another child. We work closely with families to support children in being WISE at Central Normal School. A copy of the school’s Behaviour Management Policy is available on request.\nAt Central Normal School we are committed to developing leadership skills in our students. In addition to various responsibilities within the classroom, students are given opportunities to develop this important skill through:\nEach class has a ‘buddy’ class where older children are paired with younger children. From time to time, the buddy classes get together to celebrate their learning, share learning experiences, buddy tutor etc. Younger children especially enjoy the one-to-one attention they receive from their older buddy.\nStudent leadership development is the process of involving students in meaningful ways both in and beyond the classroom. The Central Normal School Student Council provides an opportunity for students to bring new energy and ideas to the school. It provides opportunities for students to get involved, deepen their commitment to their school community and to learn skills that can be transferable to the workplace or community. There is one student councillor per class from Years 1-4 and two from each Year 5-6 class.\nThe Young Leaders are the Year 5 & 6 Central Normal School Student Councillor Representatives of the school. As well as being an integral and important part of the Student Council, they are involved in a programme that promotes leadership in other areas such as helping to organise and run school including fundraising activities."

"At Balfour Primary School we have high expectations of behaviour and personal achievement for all our pupils. This is established by providing a caring and stimulating environment. Pupils are encouraged to be independent, develop self-control and show respect for others.\nWe believe that our Rights Respecting Behaviour Policy is crucial in enabling the school to develop the inclusive learning environments that inspire all our children to be successful as learners, develop a high level of self-esteem and ultimately maximise their full potential and give them the cultural capital they need to thrive in our global society.\nThrough this policy we will create an ethos that will:\n- promote an awareness of everybody’s individual needs and aim that all are valued within the school community\n- ensure that every child is aware of the whole school values, their rights and responsibilities and will have helped to produce their Class Charter and other charters within school.\n- expect good behaviour to be modelled by all adults in the school\n- expect everyone to take pride in their school, class, learning, environment and their relationships with peers and colleagues\n- expect all staff to treat children fairly, consistently and sensitively,\n- celebrate and praise children’s achievement and success\n- value parental support in working collaboratively to find solutions to behaviour management issues\n- teach respect for ourselves and others, promoting the understanding that we are all different, but have the same rights\n- ensure a consistent, positive approach to behaviour management throughout the whole school day, from Breakfast Club to After School clubs\n- provide children, staff and all adults within the school community with an environment that promotes learning and supports each individual\n- ensure the emotional, social and learning needs of individuals are supported and developed, involving other agencies where appropriate\n- establish clear procedures for dealing with and managing unacceptable behaviour\n- encourage the active and early involvement of parents in supporting positive behaviour\n- work in partnership with parent/carers in supporting children’s social and emotional development\n- demonstrate that discipline in schools must respect children’s human dignity (Article 28)\n- ensure that all staff and children develop a sense of responsibility with how they act and what they say\nBeing a values-led and Rights Respecting School underpins our whole school behaviour policy and we believe that this will promote positive behaviour and develop successful, responsible citizens for the future.\nOur whole school charter reflects the principles for behaviour in the school which have been agreed by the whole school community."

"\"Pupils are proud of their school. Their good behaviour and positive attitudes make a strong contribution to their success.\"\nOfsted January 2013\nAims and Ethos\nThe aim of Mackie Hill J&I School is to provide an environment where all the members care for each other and share with each other. Each member should be treated with kindness and respect and encouraged to treat other members in a similar fashion.\nVision: Our vision is to nurture positive, independent children who are going to be able to make a valuable contribution to society.\nAims: Our aim is that all children at Mackie Hill will:\n-develop values that make them enthusiastic about learning\n-become active & reflective learners\n-become aspirational about what they can achieve in the future.\nMackie Hill J & I School Charter\nDuring their time at Mackie Hill, we will strive to ensure every child will...\n*Participate in 5 different sports\n*Take part in a public performance\n*Take part in a residential visit\n*Learn to swim\n*Visit a theater to watch a live performance\n*Learn key skills from an expert visitor (e.g. author, artist) *Learn basic first aid *Learn basic road safety *Visit an art gallery/museum *Grow & cook their own food *Correspond with pupils from a different country *Participate in a fundraising project for charity *Develop an understanding of the world of work/career choices/career aspirations *Take part in an enterprise project (develop financial capability) *Develop an understanding of how to protect the environment\n*To promote spiritual, moral, social and cultural development through all appropriate curricular and extra-curricular opportunities. We aim to meet this objective with particular reference to issues of equality and diversity.\n*To reduce prejudice and increase understanding of equality through direct teaching across the curriculum.\n*To model teaching and learning behaviours that avoid labelling.\n*To promote cultural development and understanding through a rich range of experience, both in and beyond school.\n*To promote tolerance and respect for diversity in our community\n*To strive to eradicate prejudice related bullying.\n*To tackle prejudice and promote understanding in relation to people with disabilities."

"Teaching and Learning Hub FMHS Hub\nTeaching and Learning Hub\nHow do I create an inclusive learning environment?\nWhat Is An Inclusive Environment?\nAn inclusive learning environment is one in which all those participating feel able to actively engage, feel safe and feel welcome. An inclusive learning environment also acknowledges and celebrates difference as part of everyday life.\nThe Faculty of Medical and Health Sciences Teaching and Learning Plan 2008 - 2011 outlines the Faculty's strategic goals for teaching and learning. The goals are drawn from the Faculty's strategic plan. The Teaching and Learning Plan makes it clear that the Faculty is committed to recruiting students from diverse backgrounds and to meeting the educational needs of those students. Goal number 8 states that the FMHS will,\n\"Continue with our commitment to increasing the representation of Māori in the health workforce through access to our programmes.\"\nGoal number 10 states that the Faculty will\n\"value and encourage diversity in our students, and recruit appropriately from under-represented and international groups.\"\nThe commitment to meeting the needs of diverse students is explicitly stated in goal number 12 which states that the Faculty will,\n\"Support teaching and learning with appropriate facilities, staff and student support and resources aligned with priorities.\"\nThe University of Auckland's ‘Equity’ web pages provide a range of information on equal opportunity policies, strategies and support structures. The page has information for students from diverse backgrounds. Visiting these pages is highly recommended.\nAdditional reading would include Kia Oritē - Achieving Equity: The New Zealand Code of Practice for an Inclusive Tertiary Education Environment for Students with Impairments.\nPositive and Affirmative Action\nInclusive education considers the impact of previous educational and life experiences at all stages of a student's engagement with tertiary education:\n- Pre-entry - in recruitment and promotional literature, admissions and selection processes\n- During the programme or course itself - teaching and learning methods, assessment processes, social activities, access to learning resources, timing of classes, assignments and opening hours of libraries or learning spaces\n- On and after graduation - In helping students consider potential careers or further study.\nNicolette Sheridan, the Faculty's Associate Dean (Equal Opportunities) talks about some of the ways the UoA supports staff to address the diversity and WP agendas:\nClick to play the video (requires Flash Player).\nA range of positive or affirmative action programmes can be set in place under law to encourage applications from and support specific previously under-represented or disadvantaged groups. In the Faculty, such schemes include the MAPAS (Māori and Pacific Admission Scheme) and the ROMPE (Rural Origin Medical Preferential Entry) schemes. The University has an undergraduate targeted admission scheme policy.\nMonitoring student progress in terms of gender, age, ethnicity, domestic responsibilities and graduate employment helps to identify whether positive action or other inclusivity schemes are having a positive impact.\nDiverse educational experiences that promote learning help to prepare citizens to engage effectively in multicultural settings and, in New Zealand and other countries with an indigenous population, in bi-cultural settings also. Enabling students, particularly those who are going on to be health professionals, to work and interact effectively with others who hold different perceptions and have different norms and values is essential.\nCultural Competence and Safety\nIn the classroom, laboratory, e-learning or workplace teaching setting, teachers need to consider how the design and delivery of learning opportunities helps meet the needs of a diverse student body. Maslow's hierarchy of needs tells us that students will not be able to learn effectively if their safety and belonging needs are not met. Teachers need to demonstrate cultural sensitivity and safety in classroom and workplace practice (for example in patient-centred care) as well as in the wider learning environment.\nCultural competence and safetycan be defined as follows:\n\"cultural awareness is the beginning step in the learning process, which involves understanding difference, while cultural sensitivity is an intermediate step where self-exploration of the student begins. Cultural safety is the final outcome of this learning process\".\nHowevver, theNursing Council of New Zealand suggests goes beyond the first definition to define cultural competency very broadly:\n\"cultural safety education is delivered according to the Nursing Council's definition, which is broad in its application and extends beyond ethnic groups, includes age or generation; gender; sexual orientation; occupation and socioeconomic status; ethnic origin or migrant experience; religious or spiritual belief; and disability. From\nIn practice, many of the skills in creating an inclusive learning environment are those of the effective small group facilitator, such as:\n- Providing opportunities for all members of a group to engage in the learning process\n- Managing the teaching environment so that shy or reticent learners can make positive contributions e.g. through splitting the class into pairs and small groups and mixing groups so that students learn to work with a range of different people\n- Role modeling culturally safe and competent practice\n- Showing respect for a diverse range of views\n- Being able to challenge students' views or behaviours which demonstrate a lack of respect towards others\n- Providing opportunities for learners to bring their previous experiences positively into the learning process\n- Avoiding the use of cultural stereotypes and gendered or ethnically biased language or visual images\n- Being aware of the potential impact on learning of earlier educational or cultural experiences.\nTaking it further\n|Nisha, D., & Val, W. (2006). Can We Assess Students' Awareness of Cultural Diversity? A Qualitative Study of Stakeholders' Views. Medical Education, 40(7), 682-690.|\nPersonal attitudes of doctors towards cultural diversity may influence the delivery of clinical care. Yet whether medical schools should assess a student's cultural awareness and if so, how, has not been specifically debated. The purpose of this study was to establish the views of key stakeholders in medical education on the assessment of awareness of cultural diversity within the undergraduate curriculum.\nThis paper reports on the first nationwide survey of all medical students in New Zealand. This paper reports the demographic characteristics of medical students and compares them with the general population.\nChanging demographics in many contemporary Western countries have resulted in multiethnic societies with teaching workforces that have not kept pace with the increased diversity of student populations. International research indicates that teachers from minority language and cultural backgrounds can impact positively on minority students’ self-esteem and academic performance, and that all students can benefit from a diverse teaching workforce. This paper reviews the literature on race-matched teaching and the impact of diversity in the teaching profession, and then reports on a case study which explores these issues specifically in the New Zealand context. The generation 1.5 Asian New Zealand and third-generation Anglo-European New Zealand student participants and their parents reported both challenges and benefits associated with strictly race- or ethnicity-matched teacher assignment and also with increased teacher diversity. Participants also highlighted the need for all teachers to be trained to work effectively with diverse student populations. The paper concludes by discussing the role of teacher education programmes in developing a culturally responsive teaching workforce for a future New Zealand where minority ethnicity students will outnumber the present Anglo-European majority. This paper has relevance for many other educational contexts with large multiracial, multiethnic populations.\n|Patricia, G., Biren, A. N., & Gretchen, E. L. (2004). The Benefits of Diversity in Education for Democratic Citizenship. Journal of Social Issues, 60(1), 17-34.|\nThe positive benefits of diversity are demonstrated in a study comparing students in a curricular diversity program with students in a matched control group (n=174), and in a longitudinal survey of University of Michigan students (n=1670).\nThis module offers you the opportunity to consider your role in relation to equality and diversity and explore the key principles involved.\nAdd to myEportfolio\n|If you need to log in:|\nFMHS staff - log in with NetID/UPI. Registration is not required. Affiliated members, e.g. clinical teachers who don't have NetID, can register for an account after clicking 'Login'.\nWhat is myEportfolio?\nQuestions regarding access\nHow do I create an inclusive learning environment?\n“A teaching philosophy can help you to reflect on how and why you teach. If you don’t have a teaching philosophy, you might want to consider writing one. You can take a look at What makes a good teacher? to get started. If you already have a teaching philosophy, you might want to reflect on how the work that you are doing here fits with that philosophy”.\n|« How do I communicate with diverse student groups?||Evaluation of practice and continuing professional development »|"

"Human Relations Advisory Council\nWe are diverse representatives of the Los Alamitos Unified School community who are committed to promoting an equitable learning environment that is safe, fair, inclusive, respects the diversity of perspectives, and the dignity of every person.\nWe will examine the educational environment, collaborate with stakeholders and propose solutions to strengthen our human relations that reflect our community's commitment to promoting a culture of student empowerment, fairness, diversity, and equality. An equitable learning environment cultivates the gifts and talents of each student so they can achieve their full potential.\nThe Human Relations Advisory Council's purpose is to support the Los Alamitos USD in its on-going efforts and commitment to creating schools in which all students, families, and community members feel safe and included.\nHRAC subcommittees make recommendations to the Superintendent's Cabinet and the Board of Education on issues regarding diversity, equity, access, and inclusion. A list of subcommittees is below.\nOur goal is to actively engage and support the District’s human relations efforts and to be ambassadors of positive human relations in our community. We focus on strategies and practices to support and maintain a positive human relations climate throughout the District’s nine schools.\nSubcommittees are open to parents, teachers, and currently enrolled students in grades 8-12. To participate, please reach out to our Human Relations Facilitator.\n- District-wide Hiring Practices\n- Discipline and Restorative Practices\n- Parent and Community Education\n- Developing and Strengthening District-wide Human Relations Programs\n- Communication and Resources\nThe Human Relations Advisory Council is coordinated by the District's Human Relations Advisory Council's Facilitator and Consultant who works in tandem with schools, the Diversity and Equity Inclusion TOSA, and the District office.\nFor more information please contact Danielle Nava-Mijares at email@example.com.\nPrevious Event Resources & Recordings:\nEmpowering Our Children Through Literacy- A workshop to learn how to use children's literature to enhance literacy skills and develop an awareness of social issues. This session will be most beneficial for parents and guardians of children in grades TK- 8.\nPresented by Claudia Vecchio Wille, Educator\n- Empowering Our Children Through Literacy Workshop Video\n- Empowering Our Children Through Literacy Presentation\n- Questions to Guide Conversations About Literature\nStay Calm and Parent Strong Workshop\n- Stay Calm and Parent Strong Workshop Recording- Passcode: =z#Gt2^D\n- Stay Calm and Parent Strong Workshop Presentation\n- Kristen Bell- Parenting Video\n- Happify- Mindfulness Video\n- Mindfulness Meditation Video"

"Guidelines for use Think of the following as a menu of options for your school to consider. The activities and practices described here may need to be tailored to your school environment. PROMOTING A POSITIVE SCHOOL CLIMATE: A Resource for Schools: Adapted by Middlesex-London Health Unit Elements School-Level Activities/Practices Classroom-Level Student-Level Public Health Unit Supports Contributing to Activities/Practices Activities/Practices a Positive School Climate Student Voice Encourage students to apply for a Ministry of Education Post a list of appropriate volunteer Provide team-building training for Facilitate and support Healthy School Committees - “SpeakUp” project grant. Have students create an action opportunities available in the school, in students interested in supporting support students to identify issues and create action Schools give team to report to educators on the outcome of their the community, or internationally. Include their peers, either collectively, as a plans students the project. opportunities available both during the school-wide peer support group, or Work with students to help them advocate for their own opportunity to www.edu.gov.on.ca/eng/students/speakup/projects.html school year and in the summer. individually, as peer helpers or health and social issues provide input on Invite former students who were able to overcome past Set up peer-mentoring programs, such tutors. Support various clubs and committees such as social matters related to challenges in their lives to share their personal stories at a as “buddy” programs. For example, an Train student leaders to lead other justice, cultural diversity, and school councils their learning and school assembly. older student could provide reading students in physical activities Organize/host peer led sessions such as Teen Panel school Engage students as partners in conversations about their assistance to a younger student; a during breaks, both to keep them Support students to survey their school population environment. own learning and about the school’s learning environment. senior student could help with a Grade 9 engaged and to promote positive about health and social issues Students are given student’s transition to secondary school; various Solicit their ideas about school improvement planning. relationships and team building. Provide student leadership opportunities Showcase students’ unique strengths, talents, and a current student could help a newcomer Provide opportunities for all Work with students to organize and implement healthy opportunities to become familiar with the school. interests through student-led assemblies, talent shows, or students to develop their schools workshops lead &/or contribute musical events. Encourage students to participate in leadership potential – for example, Train peer leaders for peer-led physical activity recess to school activities. Support student councils in conducting surveys of creating their own learning by rotating classroom duties or by program (P.L.A.Y.), peer-led hand-washing education Student students to find out what issues are important to them. environments. For example, engage creating SpeakUp Councils. Work with students to help them plan assemblies perspectives are Use strategies developed by students to address the students as partners in researching Encourage students with a range addressing issues related to physical, social, and/or taken into account current learning theories or educational identified issues. of perspectives to volunteer to be mental health in the decision- making process, Support a variety of student-led clubs and teams, such as approaches and have them share their teacher helpers or to apply to Support efforts to set up mentoring programs intramural sports teams, student theatre and music findings with teachers. become members of the Minister’s and students are groups, and Student Equity Committees. Student Advisory Council (MSAC). encouraged to be www.edu.gov.on.ca/eng/students/s involved at all peakup/msac.html levels. Parent Encourage the School Council to apply for a Parents Communicate with parents by various Establish convenient channels of Provide information for parents on various health related Engagement Reaching Out (PRO) grant, designed to help parents means, including telephone and email, to communication to make parents topics – electronic/paper newsletters, information become more involved at their child’s school. keep them informed about student feel comfortable with contacting sessions, consultation, school ‘Health Wall’ bulletin Schools provide www.edu.gov.on.ca/eng/parents/reaching.html learning. For example, contact the teachers or other staff members if boards parents with Hold information sessions for parents in venues in the parents of a student who was facing their child is struggling or dealing Provide parenting information through various mediums opportunities to community, such as the public library, a meeting room in challenges in learning to report that the with other problems at school. such as classes, websites, tip sheets, consultations learn about, an apartment building, the local community centre, a place student is making improvements. Create a parent-information centre Provide parenting sessions for newcomers support, and Provide parents with tip sheets and of worship, an Aboriginal friendship centre, or a Parenting or bulletin board in the school Partner with parent forums actively engage in and Family Literacy Centre, to reach as many parents as suggestions on how they can support featuring materials about student Create a health resource centre for parents at school their children’s their child’s learning. experience at possible. Consider using translators and approaching well-being and information about Contribute to parent nights and meet the teacher nights leaders from diverse communities to help deliver school Invite parents to volunteer in the community resources that are Collaborate with Settlement Workers in Schools to school. messages. available to assist students and classroom as reading mentors, math provide programs and supports for parents who are Invite parents to participate in school celebrations and coaches, or storytellers. their families. refugees and/or new immigrants events, such as sports days, field trips, musical events, Create a “parent-buddy” program to help Create a parent centre in the Involve parents on Healthy School Committees and school assemblies. parents of newcomers to the school school library where parents Provide materials in various languages, and interpretive Support new students and families as they become part of navigate the school system. access material on issues that may services (as needed) when offering the school community by providing an orientation Find ways to show appreciation of all affect their children, such as programming/sessions for parents package, including information about community parents’ efforts to support their children’s healthy relationships, mental resources, in multiple languages. learning. health and well-being, peer Provide parents with a choice of ways in which they can Hold teacher-parent-student discussions pressure, and healthy eating. Try participate – for example, by taking part in a parent-in- to go over students’ learning goals and to provide materials in multiple class day, helping with the production of sets for the their progress towards achieving the languages. school play, or helping to organize a school picnic. goals. Work towards including representation of diverse parent groups on all school committees, including School Councils. Community Enlist community members or groups to participate in Promote opportunities for students Engage positive role models from Host community fairs (e.g., ‘Going Bananas’) Partnerships school activities such as breakfast or snack programs. taking art courses to decorate the store the community to form a support Assist students’ with identifying volunteer opportunities Host a school “open house” for community members at windows of local retail businesses. group for girls that can help them Raise awareness about outside community student Schools engage which students can present and talk about their work. Create opportunities in the classroom for with issues related to self-esteem, groups that students can join community groups Encourage the school to participate in community students to “give back” to the local or body image, healthy relationships, Act as positive role model to students and staff to work with the international community – for example, activities such as charity events. and other areas of concern. Provide referrals to outside agencies school in a Engage positive role models from Provide seniors with a special pass that provides free by donating items built in a woodworking Network with community groups to provide increased mutually beneficial class to a developing country or by the community to form a support admission to school events such as concerts and plays. support to and involvement with schools way to support Implement strategies designed to engage diverse planning a food or book drive. group for boys that can help them Support development of snack and breakfast programs students and/or Arrange for the local public health unit to with issues related to self-esteem, parents. community partners. Provide training to set up cooking clubs visit classrooms throughout the school at-risk behaviours, life skills, and Coordinate small group sessions with community year to discuss topics such as healthy other areas of concern. partners eating and physical activity. Arrange for students to participate Facilitate, co-facilitate, or provide resources to support Invite local police officers to the school to in community or regional small group sessions (e.g., self-esteem, healthy discuss bullying or safe Internet use. leadership-development relationships, etc.) opportunities (e.g., a Model United Offer ‘Health Fair’ events in schools in collaboration with Nations), life skills training, or community partners sports camp. Learning Provide relevant opportunities for students and staff to Promote a culture of high expectations Establish classroom routines, such Develop resources to assist with lesson planning Environment learn about diverse histories, cultures, and perspectives – for all students. as daily check-in, to benefit Provide professional development workshops for for example, about Aboriginal traditions and treaty Differentiate instruction and assessment students who require support. teachers Schools provide histories and about women’s contributions to science and to meet the individual learning needs of Provide opportunities for Teach social skills through small group work students with a technology. all students. secondary school students to Host school wide events focusing on different themes wide range of Ensure that curriculum materials, displays, and print and Recognize and discuss qualities such as explore career options – for Participate in career fairs to promote health professional opportunities and electronic resources reflect the diversity and the individual example, by inviting speakers or respect, social responsibility, empathy, roles ways to learn and having students visit workplaces – to practise and needs and interests of the student population. Students honesty, and fairness where relevant in Act as a caring adult in the school environment should always be able to recognize themselves in their all areas of the curriculum, and draw early in the school year. Host lunch and learn sessions demonstrate their learning materials and resources. attention to their significance in creating learning. Students Provide health information to students through face to Ask students to think of ways to creatively incorporate the safe and healthy schools. face meetings, health fairs, health walls, and other learn about the school’s Monthly Character Traits (e.g., May – integrity; Teach positive social skills through methods diversity of their June – resilience) into their learning environment – for modelling and role play. Practise positive Support classroom teaching by occasionally acting as a world and come to example, have them design a screensaver for use on the behaviour, and give positive feedback guest speaker on a variety of health-related topics understand the school’s computers promoting that month’s trait. when a student behaves well. importance of Reinforce, acknowledge, and celebrate positive student Rotate classroom duties among all learning. behaviour – for example, by presenting certificates at a students throughout the year. Allow school assembly or by including “good news” stories in the students to suggest leadership roles they school newsletter. would like to take on. Take advantage of “teachable moments” to address immediate relationship issues that may arise among students. Develop classroom rules collaboratively with students at the beginning of the school year. Social-Emotional Put in place a whole-school bullying prevention program. Promote belonging and connectedness Support students who are involved Provide workshops or discussion groups for males and Environment Teach all students to oppose bullying and discrimination in the classroom through “getting to in unhealthy relationships or who females focusing on self esteem, stress, healthy by helping them develop the confidence to make their own know you” activities (teacher-to-student have been victims of bullying by relationships, mental wellness & other health issues Schools promote decisions and the courage to stand up for what they and peer-to-peer). providing information about Collaboratively implement whole school initiatives fairness, equity, believe is right. Empower students to take responsibility Promote positive relationship building agencies that can help them. focusing on various topics such as ‘being real’, mental respect for all, and for their actions, including their choices as bystanders. through peer mediation, conflict Provide students with tools to help wellness, healthy living, substance use and abuse, a sense of Participate in campaigns such as Pink Shirt Day and resolution, and restorative practices. them gain insight into building self- respect for self and others belonging and Bullying Awareness and Prevention Week (third week of Teach skills such as meditation, yoga, esteem and healthy body image – Link students to outside supports that provide positive connectedness. November) to show that bullying will not be tolerated in the for example, provide self-esteem relationships building, bonding and t'ai chi to help students reduce They create a safe school. stress. Encourage students to notice surveys or worksheets as well as Collaborate with school social workers to provide one to and caring Support student-led presentations, including concerts and when they are experiencing learning as opportunities for discussion. one advice to students for staying mentally healthy environment for all. Develop supportive relationships plays, that address bullying, homophobia, and racism and fun. Recognize students for their efforts that promote inclusiveness. Encourage students to demonstrate with students, spending time with Provide ideas and resources and/or implement social Host assemblies to recognize positive student behaviour behaviour that promotes emotional well- them individually when possible. marketing campaigns in schools to promote wellness, and celebrate student successes. being among their classmates. Ask them Establish behavioural contracts healthy living and a positive school environment Build an understanding of mental illness and help reduce to notice any improvement in their own that have built-in rewards for Engage students to feel a sense of belonging the stigma attached to it by posting information and sense of well-being as a result. students with behavioural issues. Work with student groups to plan and carry out posters about emotional and social well-being throughout assemblies addressing issues related to physical, social, the school. and/or mental health Physical Organize school-led community clean-up and Set up and organize the classroom in a Have a group of students act as Assist with the application of a healthy schools award Environment beautification days. way that promotes collaborative learning, environmental ambassadors at the Assist environmental clubs with activities Support the school’s eco-club to create a student engagement in learning, and school, promoting the school’s Promote zero-waste lunches The school school/community garden with flowers, vegetables, and principles of inclusive education. recycling and composting Provide information about green opportunities in environment, inside Display the work of all students in the programs and educating other native plants. schools, and support students to ‘green’ the schoolyard and outside the Hang a welcome banner produced by students at the front classroom. students about ways they can Link students and staff to environmental services at building, is make the school “greener”. entrance of the school. Ensure that classroom displays reflect public health departments (air and water quality) welcoming and Provide tip sheets to students Hold a zero-waste lunch challenge in the school. the diversity of the student population Link students to environmental activities that they could makes the school a Regularly communicate and practise lockdown and and the population of the province. about ways of making the school participate in outside of school safe place that is more welcoming and more conducive to evacuation procedures, as well as fire drill procedures. Students should always be able to Work with student groups to identify their concerns learning. Provide tip sheets to all staff members suggesting ways to recognize themselves in their learning conducive to learning. regarding their physical environment and create plans make the school more welcoming and more conducive to environment. Provide information and develop skills to prevent spread learning. of communicable diseases in schools Facilitate development of School Travel Plans in collaboration with community partners, students, parents and school administration ∗In this document, parents is used to refer to parent(s) and guardian(s).\nPages to are hidden for\n\"PROMOTING AP OSITIVE SCHOOL CLIMATE\"Please download to view full document"

"There are multiple reasons why a school should register to access the School-Community Financial Life Skills Resource Library. This is NOT an extra program. Rather it is a set of resources that integrates within the existing programs offered by secondary schools.\nWhat do school principals say?\nListen to Andrew Pierpoint, President Australian Secondary Princiapls' Association.\nThis resources have been developed for the benefit of students—all students.\nThe resources are purposefully designed for teenagers. All teenagers will have a financial life for their whole life, yet nearly all will have no or very limited exposure to financial life skills education.\n- encourages student interaction with peers\n- helps parents/carers to support the financial education of their children\n- provides curriculum aligned resources to encourage teacher engagement\n- prompts schools to encourage the professional, qualified business community to sponsor and be local financial mentors to students.\nStudents in your school will benefit!\nThe program supports financial capability building across the community.\nFinancial issues are a significant community concern. The school, as a central community hub, can play an important role in minimising future issues.\n- Financial literacy is relevant to students from both a curricula and general life skills perspective. The school is supporting the needs of all students.\n- The school is supporting financial literacy across the community. Financial literacy is a whole of community priority.\n- The school is prompting local business to get involved in the financial literacy priority in a localized context.\n- Resources provided to the school will encourage financial literacy education at the student and community level.\n- With a local business sponsor, there is no cost to the school. This is a self-sustaining model, non-reliant on government budget models.\n- This program is supported by:\n- teacher professional associations\n- financial service industry associations and entities\nIntegrates with existing school programs\nThe School-Community Financial Life Skills resources integrate with the existing programs offered within secondary schools. This includes:\n- Business studies\n- Economics and commerce studies\n- Accounting, Legal studies\n- Careers programs\n- Literacy and numeracy programs\n- Vocational education\n- Pastoral care and life skill programs\n- Student leadership\n- All state and federal governments across Australia activity encourage schools to purposefully connect with the local business community to support student learning. School strategic plans usually have to describe that connection.\n- The Australian Professional Standards for Principals includes in the standard (Professional Practice 5)\n“Principals… develop and maintain positive partnerships with … all those associated with the school’s broader community. Engage… and partner, where appropriate, with community groups, agencies and individuals, businesses or other organisations to enhance and enrich the school and its value to the wider community…\nMake sure learning experiences for students are linked to the wider community and invite and facilitate the community’s participation in student learning.”"

"The Australian Curriculum is the basis for all planning and reporting at Latham Primary School.\nThe Australian Curriculum is designed to teach students what it takes to be confident and creative individuals and become informed citizens. It sets the goal for what all students should learn as they progress through their school life – wherever they live in Australia and whatever school they attend.\nFrom the first year of schooling to Year 10, students develop knowledge and skills in eight learning areas:\n- Health and Physical Education\n- Humanities and Social Sciences (history, geography, civics and citizenship (from Year 3), economics and business (from Year 3)\n- The Arts (drama, dance, music, media and visual arts)\n- Languages (Japanese at Latham Primary School)\nThe Australian Curriculum has been developed as a sequence of learning throughout the entire year. As such, not all learning areas or parts of learning areas are assessed in each semester. It is expected that by the end of the year, all learning areas will be explored. At Latham Primary School we choose to expose students to rich content about the way the world works through ‘units of work’. Units of work have as their basis understandings from science, geography, history, health, civics and citizenship, economics and business, and technologies.\nIn the early years, priority is given to literacy and numeracy development, independent and collaborative learning, and problem solving as the foundations for further learning. As students make their way through the primary years, they focus more on the knowledge, understanding and skills of all eight learning areas.\nLatham Primary School’s Behaviour Support is underpinned by the Latham School values of collaboration, motivation, positivity, resilience and respect. We are committed to providing a safe school environment for all members of the community and to promote a positive school culture. The school provides an engaging differentiated curriculum, where learning is planned to meet individual student needs. All members of the school community are expected to model respectful relationships and contribute positively to the safety and wellbeing of themselves and others. Prevention and intervention are provided as suits the situation.\nLatham Primary School uses the Response to Intervention (RTI) model when supporting and monitoring individual student needs.\nThe RTI model involves the systematic monitoring of all students where schools are demonstrating evidence-based practice. Increasingly intensive intervention processes are introduced in response to frequent assessments to cater for individual learning needs. Students who continue to struggle academically despite this evidenced-based classroom environment and systematic intensive instruction, are likely to require ongoing support.\nAt Latham Primary School a Learning Support Assistant is employed to support individual learning needs. Their role also includes, but is not limited to;\n- coordinating the ‘Brightsparks’ program (this involves one to one assistance with a volunteer for students who need a ‘boost’ to their reading.)\n- working with individual and small groups of students\n- supporting teachers\n- liaising with families.\nThere is a Student Support Team, headed by the Deputy Principal, which meets fortnightly to discuss individual students and their particular needs. Other members of this team are;\n- School Psychologist\n- Learning Assistance teacher\n- Executive team members\n- Teachers as required."

"Catholic Primary & Secondary Schools\nCatholic education in the Archdiocese of Melbourne contributes to the Church’s educational mission and promotes a view of the individual and the community centred on the person and gospel teachings of Jesus Christ.\nCatholic schools, in partnership with parents, provide an educational foundation that develops the whole person within a school environment imbued with Christian values.\nWhat Do They Do?\n• practise and celebrate Christian values\n• provide high quality academic, social and vocational education\n• are welcoming communities and promote quality interpersonal relationships\n• are inclusive and safe and foster a strong sense of wellbeing\n• educate students for engagement in civic and public life, involving community service and issues of social justice\n• build environments focused on achievement, challenge, creativity and enjoyment\nOrganisational Structure and Culture\n• are responsible to parents and governments for student learning outcomes\n• receive assistance and support from the Catholic Education Office Melbourne with a wide range of advice and services\nWhy Might They be Involved in a Festival for Healthy Living (FHL) Project?\nCatholic schools may become involved in an FHL project in order to promote in students & families a sense of belonging and connectedness to their school and local community.\nWhich Positions/Programs Within the Organisation Might be Involved?\nGenerally Catholic schools find the FHL program fits into their whole-school approach to wellbeing and is particularly relevant to the Student Wellbeing Strategy Theme – Building Partnerships for Learning.\nSome Pointers for an Effective Relationship:\n• Christian values underpin everything that they do.\n• They are collaborative partners, organised and strategic in their planning.\n• It can be very valuable to develop a working relationship with the Student Wellbeing leader."

"\"Inclusive Education at Thomas More College is informed by relevant policies and practise as underpinned by the definition of inclusive curriculum.\"\nThe external policies which inform the Inclusive Education Policy at Thomas More College are:\n- openness to God's Spirit at work in our midst and living in Catholic faith\n- respect for the dignity of each person\n- commitment to processes of learning that are formative, challenging, engaging, life-long and life-wide\n- inclusivity of those at the edges\n- sensitivity, justice and compassion\n2. SACCS Policy (1989) which states:\n- \"A rich social and cultural diversity exists in every community. Schools are mindful of this in ensuring their curriculum and learning environments cater for all thereby enriching the education experiences of students\" (curriculum)\n- \"....all students are given the opportunities to succeed.\" (assessment)\n- \"assessment and reporting are accessible to all\" (assessment)\n- \"The SACSA Framework has a continuing strong focus on teaching, learning and assessing to achieve just and equitable outcomes for all learners, including those who historically have been most disadvantaged\"\n- SSABSA policy allows eligible students to demonstrate their knowledge and capability in different ways.\n- \".....covers students who are disadvantaged for example by some sort of disability\"\n- \".....offers alternative strategies to assist students to demonstrate what they have learnt.\"\n5. Anti-discrimination Legislation\n- It is unlawful to discriminate against a person on the grounds of disability.\n- DDA (1993) includes requirements for academic environments to be free from discrimination on the grounds of disability.\nThe Thomas More College Vision Statement recognises and upholds each student's right to an education which enables them to reach their potential. The statement specifies the following three points as part of its mission:\n- To challenge and support students in their growth as spiritual, intellectual, social and emotional beings\n- To provide a supportive, caring, just and safe environment for all members of our community\n- To pursue excellence and foster this spirit in our students.\nThe Ignatius Centre Team supports the academic and social development for students with disability, learning disability and learning needs, mental health and disengagement within the school community from Year 8 to Year 12.\nStaff also support students from the Vanier Centre. The Inclusive Education Coordinator liaises with the teaching staff to assist in identifying learning needs, defining and documenting appropriate adjustments/modifications, and implementing evidence based literacy and numeracy interventions.\nDepending on individual need, the Ignatius Centre Team also provide in-class support, small group support, 1:1 support and lunch club. Adjustments, support and agency involvement are documented via the Individual Education Plan."

"Student Affairs, Diversity & Inclusion\nChamplain College has partnered with JED Campus to Support Student Mental Health. As a member of JED Campus, Champlain College is demonstrating its commitment to the emotional well-being of our students.\nJED Campus is a nationwide initiative of The JED Foundation, designed to help schools evaluate and strengthen their mental health, substance misuse and suicide prevention programs and systems to ensure that schools provide the strongest possible mental health safety nets.\nOver four years, as a JED Campus school, Champlain College will:\nWe believe that implementing a college-wide approach to mental health promotion will lead to safer, healthier students, and possibly greater student retention.\nDevelop Life Skills\nSupporting life skills education is valuable in teaching healthy ways to cope with the stress of college life. Some of the life skills that are important to a student's well-being include managing friendships and relationships, problem solving, decision making, identifying and managing emotions, healthy living, and finding life purpose, meaning and identity.\nPromote Social Connectedness\nResearch has shown that loneliness and isolation are significant risk factors for mental health problems and/or suicidal behavior. Therefore, supportive social relationships and feeling connected to campus, family and friends are protective factors that can help lower risk.\nIdentify Students at Risk\nIt is important to take action to identify students at risk for mental health problems and/or suicidal behavior, and also to promote emotional health awareness among those who interact with students the most—\"gatekeepers\" such as residence hall staff, academic advisors, faculty and even fellow students—as it is vital for these people to be able to recognize and refer a student who might be in distress.\nIncrease help-seeking behavior\nMany students who need help may be reluctant or unsure of how to seek it out. Obstacles to help-seeking include lack of awareness of mental health services, skepticism about the effectiveness of treatment, prejudices associated with mental illness, and uncertainty about costs or insurance coverage. Campuses should engage in a variety of activities designed to increase the likelihood that a student in need will seek help.\nRestrict access to potentially lethal means\nIt has been well established that if the means to self-harm are removed or limited in an environment, it can prevent suicide and even limit accidental deaths. This is called \"means restriction.\" Limiting students' access to weapons, poisonous chemicals and rooftops, windows or other high places are all means restriction activities. Each campus should do an environmental scan for potential access to lethal or dangerous means.\nFollow crisis management procedure\nThe campus should have access to a well-publicized 24/7 crisis phone and/or chat line either through campus resources or local/national services. There should be a process in place to share information (as legally appropriate) between local ERs and school health and/or counseling services.\nProvide mental health and substance abuse services\nIt is essential to offer accessible, consistent and high-quality mental health services to students. To make mental health and substance abuse care more comprehensive, it should include strong and flexible services, adequate staffing levels and staff diversity reflective of the student population, flexibility in treatment approaches, and clinic hours that are reflective of student schedules. Since most college clinics are free, the length of treatment is often limited. Therefore, it is important that campus mental health services can assist students in finding off-campus resources that can provide long-term care if needed.\nThursday, November 7, 2019: Launch Healthy Minds survey to all traditional students\nWednesday, November 27, 2019: Healthy Minds survey closes\nFebruary 2020: JED Campus team visit Champlain (Note: student focus groups will be a part of the campus visit)\nMarch 2020: JED Campus shares recommendations"

"Special Educational Needs and Disability\n- High standards and expectations of every child.\n- A child-centred approach to support and intervention.\n- Thorough communication with all stakeholders, especially the child and their parents.\n- Clear and precise identification of learning barriers.\n- Evidence-based intervention.\nMulti-agency approach to ensure specialist support is effectively deployed. Always taking consideration of the child’s voice and their opinion. A strong and experienced team of support staff lead our work in this area and liaise closely with other staff and school leaders to get the very best out of students who face particular barriers to learning.\nWho can you speak to with regards to SEND at Denbigh High School?\nThe SENCO is the main point of contact for families during Lockdown. However, parents/carers/guardians are advised to first speak to the teachers. The SENCO will hold regular surgery sessions, to gather information about students from staff and offer further support and guidance.\n1. ACCESS PROVISION FOR THOSE WITH DISABILITIES.\n- The school has taken a positive approach to improving life chances for disabled people for a number of years and works in line with the requirements of the Disability Discrimination Act to enable all to participate in school life. The special needs code of practice 2014 is also implemented by teaching and support staff across the school.\n- All students can expect to be treated with respect and to have their needs met. The service they receive from the school will not be weakened because they have particular needs and we continue to take steps to raise awareness of this commitment with our staff.\n- New staff are given special educational needs and disability awareness training through the new staff induction programme.\n- Specialist resources are provided for a range of needs across a variety of subjects.\n- The school has provided a specific classroom for students with medical requirements during lunch and break times.\n- Teachers are well informed of students’ individual needs including medical conditions and associated learning requirements as agreed with the individual.\n- All students with medical needs and, or disabilities have a key worker in school.\n- During Lockdown 2 (January 2021 - ongoing ), our staff continue to support students identified with a SEND need by asking teaching staff to note down any specific observations and patterns in behaviours (learning or otherwise). This is done via school robins and ‘in class’ observations virtually. We also maintain a strong home-school liaison where support staff make two weekly phone calls to specific groups of students and their families. This is to support their wellbeing as well as help them with academic progress and support in lessons and online learning.\n2. HOW DO WE IDENTIFY CHILDREN WITH SEND?\nVigorous tracking and monitoring of the progress of all students through:\n- Data entry analysis,\n- School robins,\n- Keyworker monitoring,\n- Teachers’ feedback.\n- Home-school liaison meeting,\n- School SEND referral system.\nStudent observations including assessments through:\n- In school SEND assessment provided by CPT3A assessor,\n- Educational Psychologist Services,\n- Specialist teachers,\n- Speech and Language Therapy,\n- Occupational therapy.\n- Individual child,\n- Other stakeholders through:\n- Parental engagement sessions,\n- Parents’ evenings,\n- Telephone conversations and emails.\nSkilled teachers and support staff who are trained to identify students with SEND. Training includes:\n- SEND Code of Practice\n- ADHD whole staff training\n- ASD whole staff training\n- ASD specialist training for Support for Learning Department and Pastoral Team\n- Speech and language specialist training\n- Subject specific training\nDuring Lockdown 2, identification of need is limited in terms of any formal assessments or input from external specialists. However, the staff continue to observe any patterns of need or behaviours, as part of the overall online provision. Concerns raised are shared with the SENCO / Department leads for further follow-up.\n3. HOW DO WE SUPPORT AND ENSURE HIGH ACHIEVEMENT FOR CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?Support for each child is personalised based on their individual needs and ability. Some examples of the way in which we ensure high achievement for students with SEND include:\n- Having high standards and expectations for all, including those with SEND and\nfinding challenging and appropriate curriculum pathways for those students.\n- Regular professional development for teachers and teaching assistants to support\nthe achievement of students with SEND. This includes training around the needs of:\n- Social communication difficulties,\n- Speech and language development\n- Language need\n- Physical disabilities.\n- Diversity and inclusion\n- Literacy and numeracy\n- Zones of regulations\n- Anger management\n- Self esteem\n- Luton Literacy Intervention Programme (LLIP)\n- Highly skilled and effectively deployed teaching assistants and learning mentors.\n- Effective collaboration and communication with the child, parents and relevant\nSupport for learning intervention programme:\n- literacy and numeracy interventions,\n- handwriting club\n- LLIP phonics programme\n- Lexia and Symphony maths programmes\n- Rapid Plus reading and comprehension programme\n- Homework club provision\n- Lunchtime club provision\n- Games club provision\n- Exam access arrangements\n- Breakfast club\n- GCSE catch up sessions\n- Anger management sessions\n- Zones of regulations\n- During Lockdown, each student with an EHCP plan has a designated Key Worker who supports pupils with their access to learning and will check on their progress twice a week. The Key Workers are actively engaged in supporting students during their lessons and are available through email or telephone conversation. Key Workers call to support and scaffold learning as well as help with work submission.\n4. HOW DO WE EVALUATE THE EFFECTIVENESS OF OUR PROVISION FOR SUCH STUDENTS?\n- The SENCo and/or other member of the SLT hold regular Learning Walks and\nobservations to review effectiveness of teaching for student's with SEND.\n- We value the feedback and views from the child and their parents; this is completed\nthrough 1:1 consultations as well as student and parent surveys.\n- Scrutiny of provision through internal and external audits as well as quality\n5. HOW DO WE ASSESS AND REVIEW THE PROGRESS OF CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?\n- Vigorous tracking and monitoring of their progress.\n- Regular meetings are held at subject and at a senior level to review student\n- The SENCo produces a termly and annual summary report with regards to\nprogress for students with SEND.\n- Subject review meetings are held termly which address the progress of students\nwith SEND across the curriculum.\n- From January 2021, reviewing pupil progress was undertaken through conversations with parents/carers/guardians. For students who were in school, (i.e. students of key workers), this was undertaken by staff. SEND students are monitored via a whole school tracker where staff input data of engagement and quality of work. This is then communicated to parents/carers/guardians through key workers and monitored closely by SENDCo and SLT.\n6. WHAT IS OUR APPROACH TO TEACHING CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?Every teacher is a teacher of SEND which means they are accountable for the progress of SEN students that they teach according to SEN code of practice.\n- High standards and expectations for all students, including those with SEND.\n- High-quality teaching in the classroom is always the core focus.\n- Effective differentiation to meet the individual needs of students with SEND and\nensure appropriate challenge and support.\n- When additional support and intervention is required, it is evidence-based and\nhas high levels of impact.\n- For Lockdown 2, teaching approaches for students with SEND have been adapted to an online environment. Lessons are a blend of pre-recorded lessons, student activity and teacher intervention.\n- Work is set on Google Classroom with clear and defined instructions on how to complete. Teachers are available for all lessons if any student requires help. The student can either comment on Google Classroom or email the teacher directly - teachers are available for ‘live’ interaction with students in all lessons, however, this does not mean live video streaming.\n- Working from home may result in many students working at their own pace and can benefit from having one-to-one support from their parents/carers/guardians. Students, who are in school are supported in the best manner possible, given social distancing guidelines. This will be reviewed regularly.\n- Risk assessments are completed for all students with EHCP , whilst they are learning at home or in school. For students, who are in school, due care is taken to ensure they receive the support they need, within the guidelines.\n7. HOW DO WE ADAPT THE CURRICULUM AND LEARNING ENVIRONMENT FOR STUDENTS WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?We provide alternative curriculum pathways that suit students’ abilities and aspirations.\n- We ensure a greater focus on improving:\n- There is specific support for the transition from KS2 and to KS5.\n- When required, learning is supported by Teaching Assistants in the classroom\naccording to the individual needs of the child.\n- Targeted students receive additional intervention as part of the Support for\nLearning literacy and numeracy programme.\n- Our curriculum has innovative pathways to meet complex needs in both key stages.\n- During Lockdown, the learning environment has been switched from being face-to-face to online. A range of learning tools are being used. Our main platform is Google Classroom. Work is broken down into smaller chunks and due care is given to using a variety of methods for presentation. Families that are unable to access online materials have been identified by the Support for Learning Department and work booklets are being provided on a weekly basis to ensure learning continues .\n8. WHAT ADDITIONAL SUPPORT FOR LEARNING IS AVAILABLE TO CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?\n- Evidence-based intervention for:\n• Social communication.\n- The RAISE intervention (a small group for students with multiple and/or profound\n- Deployed Teaching Assistants working alongside students in mainstream lessons.\n- OCR Life Skills Programme.\n- Support from external agencies.\n- Emotional, behavioural and social support from the Wellbeing Mentor Team.\n- Zones of regulations\n- Anger management\n- Additional support during lockdown has temporarily changed from face-to-face, one-to-one contact to two weekly phone calls from Key Workers to support with home learning. The Key Workers are also available during lesson time to support each student with their work. Communication will typically be through email, Google Classroom comment and additional phone calls where needed.\n- To further support the students, differentiated tasks set by teachers and learning packs are sent home to those students that have been identified by the Support for Learning Department as those that will struggle to access online learning.\n- In addition to this each student that has an EHCP has been designated a Key Worker who checks up on them twice a week. The Key Workers also provide online intervention sessions to further support students with an EHCP plan.\n- The Support for Learning department is working closely with all vulnerable and EHCP pupils to ensure they are still receiving the close support they require.\n9. WHAT ACTIVITIES ARE AVAILABLE FOR CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?\n- A comprehensive extra-curricular programme with various educational clubs on\noffer to support learning and social skills.\n- A lunchtime club in the Support for Learning base enables students to have a\nsmaller area to socialise and eat their lunch.\n- Targeted clubs – specific to the child’s needs.\n- Homework club takes place every day during lunchtime and after school.\n- Games and film club are also widely available during lunchtime.\n- During Lockdown all students including those with a EHCP have access to extra-curricular activities through our excellent House system. Every 2 weeks a new challenge is posted by the Heads of Year. Each subject contributes by producing a challenge for all students to access. All of these challenges are differentiated to meet all students' needs allowing them to all participate and contribute to the success of their House. All competitions are made accessible on Google Classroom via their Form Tutor. Each student with an EHCP is supported to complete these House challenges by their Key Worker.\n- Students who access the OCR curriculum are awarded the Star of the Week award.\n- Lyfta is an online software available to students to help extend their learning beyond the curriculum. Lyfta invites students to experience different cultures and perspectives. It gives them the opportunity to see, and form a connection with, positive human stories from around the world - modelling resilience, problem-solving, teamwork, and many other critical skills, values and competencies\n- An online library is also available for students to extend their reading and track their progress with activities available based on the book they have read.\n10. WHAT SUPPORT IS AVAILABLE FOR IMPROVING THE EMOTIONAL AND SOCIAL DEVELOPMENT OF CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?\n- Targeted intervention groups focusing on social communication –\n• Zones of Regulations.\n- The Support for Learning Team works with students 1:1 and in groups to develop social and emotional skills.\n- Regular home school liaison.\n- Key workers are identified for students who need access to 1:1 emotional support throughout the day.\n- During lockdown, regular communication with homes is being undertaken to support academic engagement and wellbeing of our most vulnerable and at risk students.. Vulnerable students have the opportunity to attend school. One-to-one support with social distancing is available for those who attend school.\n- Those students who are learning remotely from home are designated a Key Worker who will make contact by phone on a weekly basis.\n- Key Workers are also available to help support students with remote learning every lesson. Students can email their teachers, Key Workers or support staff at any point throughout the day and receive immediate support.\n11. HOW IS EXPERTISE SECURED IN RELATION TO THOSE WORKING WITH CHILDREN THAT HAVE A SEND, INCLUDING THOSE WITH AN EHC PLAN?Every teacher is a teacher of SEND which means they are accountable for the progress of SEN students that they teach according to the SEN code of practice 2015; however, we recognised the importance of having a highly skilled Support for Learning Team who work intensively with specific students. A strong and experienced team of support staff lead our work in this area and liaise closely with other staff and school leaders to get the very best out of students who face particular barriers to learning:\n- There is regular training available for teaching staff.\n- Specific training takes place within the support staff, eg., CASD, ADHD, Phonics.\n- Outreach work with external agencies supports the expertise that students\naccessing the curriculum.\n- Staff engage with online courses on speech language and communication needs, mental health, and emotional literacy. Staff kept a record of what training they undertook, and this was shared with their respective line managers, as part of the appraisal process. In addition.\n- The SENCO hosts surgery sessions for staff online to discuss any concerns they have about any pupils.\nSEND continued professional development, examples include:\n- SEND Code of practice training for all staff\n- New staff SEND induction training incorporated in whole school CPD\n- Provision map / round robin training for all staff\n- ASD specialist training for Support for Learning Department and Heads of Year\n12. HOW DOES THE SCHOOLS EQUIPMENT AND FACILITIES SUPPORT CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN?\n- An audit of access to all areas of the school was undertaken by Capital and Asset Management Division of Luton Borough Council from which the school developed a SEND access plan to include new ramped exits and entrance.\n- The sports hall features a dedicated lift that provides access to the whole building\nfor students with disabilities.\n- The SENCo informs the Facilities Manager and staff, through the SEND Register,\nwhich students would need special assistance for any reason i.e. during an\nevacuation or other emergency.\n- The school has recently been audited by its Health and Safety Advisor\n(Hertfordshire County Health & Safety Department) who indicated that the SEND\nprovision met or exceeded all requirements and best practice guidelines.\n- From January 2021, the school will mainly be hosted online via our school website. Google Classroom is the learning platform and online resources are specifically selected to keep students safe and enable them to work collaboratively with their peers. Teachers are able to share examples, as are students. These are adapted, where possible to meet different needs.\n13. WHAT ARE THE ARRANGEMENTS FOR CONSULTING PARENTS OF CHILDREN WITH SEND, AND INVOLVING SUCH PARENTS IN, THE EDUCATION OF THEIR CHILD?\n- Specific parental engagement workshops.\n- Termly parents evening.\n- Regular consultation with parents/carers//guardians with regards to their SEND, (Key Worker, TA , Medical Support). We work closely with parents/carers/guardians to obtain their views and help shape provision for students.\n- Home-school liaison through various adults working with students that have SEND.\n- Relevant information about how parents/carers/guardians can support their child at home.\n- Key workers ring parents/carers/guardians and students twice a week to ensure learning is being accessed and support is in place. Key Workers continue to support students in each of their lessons by making regular contact via email. Key Workers are also ensuring that work is being completed and that work is manageable. All teaching assistants have been added to the Google Classrooms of students they support so they can easily access work provided.\n14. WHAT ARE THE ARRANGEMENTS FOR CONSULTING YOUNG PEOPLE WITH SEND, INCLUDING THOSE WITH AN EHC PLAN ABOUT, AND INVOLVING THEM IN, THEIR EDUCATION?\n- The child is kept at the heart of everything we do; this means we will always seek\nthe views of a child when discussing their education and provision.\n- Any decision regarding additional support or intervention is made with the child and their parents/carers/guardians.\n- We involve the child in many wider areas of the school including the school\ncouncil, the form tutor role and other leadership roles.\n15. WHAT ARE THE ARRANGEMENTS RELATING TO THE TREATMENT OF COMPLAINTS FROM PARENTS OF STUDENTS WITH SEND, INCLUDING THOSE WITH AN EHC PLAN, CONCERNING THE PROVISION MADE AT THE SCHOOL?A copy of the complaints policy can be found on the school website for any parent of students with SEND concerning the provision made at the school.\nChiltern Learning Trust - Complaints Policy\n16. HOW DO WE INVOLVE EXTERNAL SUPPORT SERVICES AND VOLUNTARY ORGANISATIONS, IN MEETING THE NEEDS OF CHILDREN WITH SEND, INCLUDING THOSE WITH AN EHC PLAN, AND IN SUPPORTING THE FAMILIES OF SUCH CHILDREN?\nAs part of our service level agreement with the Local Authority, we have access to a wide range of external services that specialise in specific SEND areas, this includes:\n- Speech and language therapist,\n- Autism Team,\n- Educational Psychologist,\n- Greenhouse Mentoring,\n- Young Carers.\n- Lady Zia Outreach Support\n- Edwin Lobo\n- During lockdown, some access is possible online. However, this is limited and is restricted to agencies meeting practitioners, rather than parents/carers/guardians. In some instances, where annual reviews are held online with parents/carers/guardians, some agencies will engage. EHCP reviews are continuing via Google Meet or telephone conversations. Agency referrals continue as normal as we are still able to receive feedback from staff via round robins on Provision Map.\n- During Lockdown, a list of useful services and contacts are provided to our most vulnerable families. This included Foodbank and other family support services.\n17. ARRANGEMENTS FOR SUPPORTING STUDENTS MOVING BETWEEN PHASES OF EDUCATION AND PREPARING FOR ADULTHOOD.\n- SEN transition,\n- Summer school,\n- Support for college applications,\n- Personal college advisor for students with EHCP,\n- College visits,\n- Support for parents/carers/guardians re. college courses, apprenticeships,\n- Work experience supported by TAs - visits/settling in period,\n- Extracurricular visits,\n- Transition will be managed differently this year. For students with EHCP arriving at our school in September 2021, an online meeting/ telephone conversation will be held with every child and their parents/carers/guardians. This will give parents/carers/guardians and prospective students the opportunity to ask questions.\n- SEND transition will l take place via meetings with feeder school SENDCos,\n- To support the transition of students out of our school, separate meetings will be held with the receiving institutions. Information regarding needs and the provision required to meet those needs will be passed onto the respective institutions and organisations. A copy of the school’s one-page high quality teaching will be shared, as well as the one-page profile of the student. Where possible, meetings will be online to enable students to meet staff from the institution that they are moving onto.\n- For SEND students leaving education ,emphasis will be placed on the four outcomes of preparing them for adulthood. Where necessary, additional services will be accessed.\n18. HOW THE EFFECTIVENESS OF THE PROVISION MADE FOR STUDENTS WITH SEND, INCLUDING THOSE WITH AN EHC PLAN, IS EVALUATED.\n- Provision map monitoring,\n- Staff school robins,\n- Personalised learning outcomes,\n- Half-termly monitoring of SfL interventions,\n- Rigorous regular reviews of EHCP/pupil passport,\n- Parental engagement/feedback,\n- Regular meetings with SEND parent during consultation periods,\n- Curriculum audit,\n- Regular SENCO review of the SEND provision across the school,\n- Provision for students during lockdown is being monitored through regular communication with families. Parents / carers / guardians are able to give us feedback on the type of work being set, volume and pace. Feedback is used to adapt provision and enhance effectiveness.\n19. THE SCHOOL’S CONTRIBUTION TO THE LOCAL OFFER AND WHERE THE LA’S LOCAL OFFER IS PUBLISHED.\n- Local website http://directory.luton.gov.uk/kb5/luton/directory/lo_info.page\n- Liaison between school & Special Educational Needs Assessment Team at Luton\n20. SEND COMPLAINTS PROCEDURE.\nIf your child is on the SEND register or has an Educational Health Care Plan, and you wish to make a complaint about the school. Please follow the guidelines which are outlined on the government website: https://www.gov.uk/complain-about-school/sen-complaints.\nThis guidance suggests three steps to follow:\n1. Talk to the school’s special educational needs co-ordinator (SENCO). The SENDCo at Denbigh High School this is Miss A Walczynska.\n2. Follow the school’s complaints procedure – which can be found here.\n3. Complain to your local authority: https://www.luton.gov.uk/Education_and_"

"PE, Health & Wellbeing\nThrough sport and PE, pupils develop invaluable skills which enhance learning. We believe that sport plays an important part in promoting inclusion, healthy life choices and self-confidence.\n- are committed to equipping every child with the skills & confidence to lead a healthy life\n- provide access to a high quantity and quality of sports\n- seek opportunities for sporting competitions\n- ensure every child has an equal opportunity to take part in PE and Sport\n- aim to develop greater awareness about dangers such as obesity, smoking and other activities that can have a detrimental impact on health and wellbeing\nWe have a rich and varied curriculum and enjoy excellent resources for teaching PE. Each year group has 2 lessons per week – one taught indoors and the other outside. From Easter until October (weather permitting), the children have use of our swimming pool.\nOur House system enables healthy in-school competition.The annual Sports Day and Mini-Olympic events are also part of House competitions.\nSt Paul’s has a long history of sporting success. Each year, the school competes in many inter-school events and competitions and are proud to have retained the title of overall District Sports Champions for the eighteenth consecutive year.\nParent feedback indicates very high levels of satisfaction with the way the children are encouraged to be active and healthy.The same is true with extracurricular provision of PE and Sport. We offer a wide range of clubs including: Football, Basketball, Badminton, Judo, Netball, Athletics, Running, Gymnastics, Multiskills and Triathlon. The strength of participation is evident with almost 300 club places being taken up over the last 12 months.\nOur curriculum promotes healthy lifestyles through topics such as food groups, how the body works, cookery and menu planning. Caterlink is the WBC approved provider of school meals. We promote ‘Walk to School Week’ and in Year 5, every pupil is given the opportunity to participate in Bikeability training, equipping them with the skills to travel safely, with confidence and independence,in a healthy way.\nSports Premium Grant\nSince September 2013, the government has provided additional funding to schools to improve provision of PE and sport. This funding is ring-fenced and therefore can only be spent on provision of PE and sport in schools. Details of how we used this funding in 2016 – 2017 can be found below.\nSwimming is an important skill and can encourage a healthy and active lifestyle. In accordance with the National Curriculum, schools must provide swimming instruction either in Key Stage 1 or Key Stage 2.\nThe programme of study for PE sets out the expectation that pupils should be taught to:\n- swim competently, confidently and proficiently over a distance of at least 25 metres\n- use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]\n- perform safe self-rescue in different water-based situation\nPupils who can swim competently,confidently & proficiently for at least 25 metres\nPupils who can use a range of strokes effectively\nPupils who can perform safe self-rescue in different water-based situations"

"At Rollins we provide a safe, welcoming and compassionate environment which develops children’s potential for intellectual, emotional, social and physical learning and encourages positive action within the school and wider community.\nAt Rollins Primary School our vision is to provide our children with an innovative learning environment and a caring, nurturing approach to student wellbeing. We do this by:\n1. Focusing on our five agreed REACH values\n2. Continuing to build a positive, supportive school culture\n3. Building a learning community that strives for continuous improvement\n4. Encouraging all to reach their potential\n5. Providing a comprehensive, inclusive curriculum, where all students have access and the opportunity to experience success\n6. Modelling cooperative learning strategies in classrooms\n7. Encouraging teachers and students to be ‘risk takers’, to experiment, to evaluate and support one another in a non-judgmental, non-threatening way\n8. Providing practical, experimental and ‘hands on’ learning styles and experiences for the students\n9. Communicating openly between teacher-to-teacher, teacher-to-student and teacher-to-parent\n10. Ensuring all children can feel safe and secure knowing that they are cared for and valued as individual people.\nThe school motto “REACH” demonstrates the values that form the basis of our actions.\n- Rollins Primary School provides a comprehensive, inclusive curriculum, where all students have access and the opportunity to experience success.\n- Cooperative learning strategies are modelled in classrooms and are considered important with the changing environment and attitudes\n- Teachers and students are encouraged to be ‘risk takers’, to experiment, to evaluate and support one another in a non-judgemental, non-threatening way.\n- Open communication is promoted and expanded to include teacher-to-teacher, teacher-to-student and teacher-to-parent, to create a tolerant school environment.\n- The school motto is: R.E.A.C.H. The whole school has a commitment to implementing the REACH Program. The content is based on: Respect, Encouragement, Ambition, Consideration and Honesty. This is a social skills program that recognises students upholding our values. Students who exemplify these attributes are awarded REACH Student Of The Month Awards each month from Foundation to Grade 6.\n- The school strongly supports practical, experimental and ‘hands on’ learning styles and experiences for the students.\n- At Rollins Primary School the children can feel safe and secure knowing that they are cared for and valued as individual people."

"At Rollins we provide a safe, welcoming and compassionate environment which develops children’s potential for intellectual, emotional, social and physical learning and encourages positive action within the school and wider community.\nAt Rollins Primary School our vision is to provide our children with an innovative learning environment and a caring, nurturing approach to student wellbeing. We do this by:\n1. Focusing on our five agreed REACH values\n2. Continuing to build a positive, supportive school culture\n3. Building a learning community that strives for continuous improvement\n4. Encouraging all to reach their potential\n5. Providing a comprehensive, inclusive curriculum, where all students have access and the opportunity to experience success\n6. Modelling cooperative learning strategies in classrooms\n7. Encouraging teachers and students to be ‘risk takers’, to experiment, to evaluate and support one another in a non-judgmental, non-threatening way\n8. Providing practical, experimental and ‘hands on’ learning styles and experiences for the students\n9. Communicating openly between teacher-to-teacher, teacher-to-student and teacher-to-parent\n10. Ensuring all children can feel safe and secure knowing that they are cared for and valued as individual people.\nThe school motto “REACH” demonstrates the values that form the basis of our actions.\n- Rollins Primary School provides a comprehensive, inclusive curriculum, where all students have access and the opportunity to experience success.\n- Cooperative learning strategies are modelled in classrooms and are considered important with the changing environment and attitudes\n- Teachers and students are encouraged to be ‘risk takers’, to experiment, to evaluate and support one another in a non-judgemental, non-threatening way.\n- Open communication is promoted and expanded to include teacher-to-teacher, teacher-to-student and teacher-to-parent, to create a tolerant school environment.\n- The school motto is: R.E.A.C.H. The whole school has a commitment to implementing the REACH Program. The content is based on: Respect, Encouragement, Ambition, Consideration and Honesty. This is a social skills program that recognises students upholding our values. Students who exemplify these attributes are awarded REACH Student Of The Month Awards each month from Foundation to Grade 6.\n- The school strongly supports practical, experimental and ‘hands on’ learning styles and experiences for the students.\n- At Rollins Primary School the children can feel safe and secure knowing that they are cared for and valued as individual people."

"Read the full Education Policy\nOur education system should give everyone the best possible start on a life-long journey that happens inside and outside the classroom.\nPublic education needs to be free, and include every child; those with disabilities and special needs, children from diverse cultures and backgrounds, and tangata whenua.\nWe value our teachers and want to ensure that every child has a positive experience in education. We would increase funding to the sector to reflect these priorities.\nWe would hold a commission of inquiry into the New Zealand education system to assess how well we're doing, and remove National Standards.\n- A free education system that fosters participation, sustainability, equality and peace.\n- High quality teaching, learning environments, and curriculum that fosters peace in our communities.\nSpecific Policy Points\n- Ensure state schools are fully funded such that high quality education is not dependant upon fees, private donations, fundraising, nor private investment.\n- Increase the Operations Grant to reflect the real cost to schools of educating children.\n- Change the staffing formula to enable incremental reductions in class sizes, and improved teacher-child ratios in early childhood services.\n- Centrally fund all teacher and key support staff salaries.\n- Review the governance structure in Tomorrow's Schools and trial alternative models of school governance.\n- Support pay parity for early childhood, primary and secondary educators.\n- Support the continued improvement of the NCEA, and work with teachers to review the three levels of NCEA assessment.\n- Retain and support local and rural schools.\n- Better and safer transport services to rural schools.\n- Set standards and guidelines for healthy food provided in schools.\n- Incorporate ecological sustainability into the core curriculum at all levels.\n- More funding for Maori language, immersion and bilingual programmes.\n- Work towards te reo and tikanga Maori being available to all learners.\n- Ensure that Correspondence School has the capacity to deliver quality education to its diverse students.\n- Use an independent authority for appeals in the case of enrolment, stand-downs, suspensions, exclusions and expulsions.\n- Allocate Special Education Grant based on numbers of enrolled children with special needs, and increase ORS funding.\n- Resource schools and Group Special Education to fulfill government obligations to children with special education needs.\n- Ensure schools have adequate provision to meet the needs of their ESOL students.\n- Establish support for networks of 'not for profit' early childhood services, including playcentre, kohanga reo, Pacific Island language nests."

"Pastoral care plays an important role in both the well-being and learning of our students.\nWe understand that the emotional well-being of students is fundamental to their academic success, and so we offer a holistic approach that develops students’ understanding of well-being through explicit teaching of strategies to develop growth mindsets, resilience and well-being.\nRoles and responsibilities of our team members\n- Mental health and well-being:\n- Provides direct support for students experiencing mental health and well-being difficulties\n- Assists the school and children to maximise development of positive mental health and well-being\n- Where appropriate, conducts assessments of students experiencing learning difficulties and/or disabilities at school\n- Supports the school in making appropriate curriculum adjustments for students in order to enhance their learning outcomes\n- Works with students, parents and the school to identify and change target behaviours at the individual, group and systemic level\n- Supports students and parents in time of need\n- Supports a caring consciousness within the school\n- Responsible for the pastoral care of students by offering advice and support in all aspects of school life including subjects, study, social and family concerns\n- Provides leadership and direction to their year group\n- Encourages students to participate in school and community events\n- Liaises with parents about academic, social and emotional issues concerning students\n- Identifies students who may have health problems which affect them in school\n- Prepares care plans and procedures to manage health problems\n- Provides health education for students, staff and parents and health promotions\n- Is a resource for students, staff and parents and provides links to outside agencies\nAboriginal and Indigenous Education Officers (AIEO’s)\n- provide support to staff, students and the Aboriginal community in an effort to enhance the effectiveness of school based programs.\n- support to the school and class teacher, a positive role model, consultant to the education program and teaching aspects of Aboriginal culture.\n- Liaison Role between Aboriginal parents and teachers encouraging parent involvement in school, and conducting home liaison visits."

"About SKIPs and MAT programs - at Woori Yallock Primary School\nSupporting Kids in Primary Schools (SKIPS) program\n'The purpose of the SKIPS program was to educate about mental health promotion to our staff, students and families. Our year 5/6 students received three, one-hour lessons and staff received two after-school sessions.\nThis program aimed to strengthen student and parent understanding of mental health and skills and to support their efforts to achieve and maintain optimal mental health. The SKIPS program gave our grade 5/6 students appropriate language for talking about mental illness and increased their understanding of people who live with a mental illness. Hopefully through ongoing education we can reduce the stigma of mental health in school and the broader community.'\n- View the SKIPS website\nOutcomes and observations\n- Increased staff capacity and confidence to support their students who have a parent with mental illness and their families.\n- All students participated in the three lessons and were interested in the subject content.\n- The subject language was age-appropriate to convey information and helped with digesting it.\n- There were no triggers for the students living with a parent with mental health issues. In fact, they were already familiar with most mental illnesses and their symptoms and were willing to share their understanding.\n- The students were surprised to learn that good mental health is like physical health and that it can range from good to poor and that it can also change over time.\n- Reduced stigma through respectful questioning with both facilitators. The students were engaged with the guest speaker and the dialogue flowed well.\n- A couple of students admitted to feeling anxious sometimes.\n- Provided a non-threatening environment where the students felt safe to ask questions.\n- Students appeared tuned into things that can help them reduce mental health issues including exercise, sport, nature, looking after yourself, eating and sleeping well.\nMartial Arts as Therapy (MAT) program\nThe MAT program is funded by FaPMI (Families where a parent has a mental illness) at Eastern Health in Ringwood, Victoria. The funding required that the students needed to have a parent/carer who either had or does experience mental illness.\nThe MAT program is a physically active, therapeutic program that combines the basics of behaviour management with the principles of traditional martial arts. It provides students with a structured opportunity to develop self-control and self-esteem and it has been found it to be equally effective with both boys and girls, particularly those who display a lack of impulse control.\nIt was our aim to teach the students skills that they would transfer from the martial arts classes to other classes as well as to their behaviour in the schoolyard, at home, and in community contexts. Students were each given their own t-shirt with the MAT code of 'Be Strong, Be Calm, Be Kind and Try Hard' printed on it. This really helped to reinforce this code and their identification with the MAT program.\nWith the Wellbeing Team in attendance at all the sessions, this allowed us to continue with the language and themes addressed at each session as required. This proved to be very helpful when we had to follow up with these students on any issues.\nThe program ran for one hour a week over eight weeks. We were fortunate to have the program run an additional four weeks after this. We had 15 boys from grade 4 to grand 6 attend and most weeks we had at least five parents watch part of the sessions. Towards the end of the program we had a parent/friend session where the families participated.\n- For all enquiries about the MAT program please contact Bronwyn Sanders, FaPMI Program support worker (Bronwyn.Sanders@easternhealth.org.au)\nOutcomes and observations\n- We observed evidence of the students using skills to self-regulate quicker and their ability to articulate appropriate language to solve issues. As the program continued through into Term Three the responses to personal situations included-deep breathing, walking away, becoming the 'Rock' and ignoring triggers that would have been difficult to resist.\nStudent feedback to addressing triggers: 'I think of food', 'I try breathing slower', 'I ignore and pretend the person isn’t there', 'I think of my favourite book and remember the best parts'.\n- The instructors influenced and taught the development of positive personal traits - the focus on the value of showing kindness and how that can help in making you happy. The instructors challenged the students to look for an opportunity to brighten someone's day and make them happy. To be kind not for a reward, but because it had the power to make a positive difference in the life of another person.\n- The strengthening of connectedness and the importance of families. Students learnt about listening to their parents even when they found this hard. It was great for some of our parents to hear these messages who then responded appropriately.\n- The students highly valued the program and learnt over the weeks that they weren’t alone in their difficulties. By the end of the program there was a noticeable shift in the engagement and concentration. They became supportive and empathic to their peers and encouraged each other not to give up or give in to emotions.\nStudent feedback: 'I learnt better communication skills', 'I can express my emotions better', 'not to follow others' and 'to breathe properly'.\n- At the parent session we had 26 people and siblings participate. It was great to see the family and friends happily joining in with students. The atmosphere in the room was very positive and everyone appeared to enjoy being a part of the program.\n- Parents that sat through the sessions noticed at home that there was less conflict and they were using the language learnt to dissolve tensions.\n- Teachers noticed a significant change in attitude in the group compared to Term Three. Staff believed students enjoyed the program and that they had a greater understanding of what the program did for them.\n- Teachers also saw differences in regulation abilities where their responses were highly improved and they needed less time to calm down.'\nMAT Program parent observations and reflections\n- 'My sons relax in testing situations now.'\n- 'Trying to stay calm and walk away from a bad situation.'\n- 'Breathing, especially helpful at bed time.'\n- 'Speaking up for himself with others in regards to bullying.'\n- 'Increased self-confidence.'\n- 'I appreciated that it was for children with parents struggling with different issues, I think you are giving new coping tools to children who may be predisposed to mental illnesses that their parents probably didn’t have.'\n- 'Much calmer in school. Not so distracted. More observant with others and surroundings.'\n- 'Trying hard. You can defeat any odds that you come across.'\n- 'I have noticed he deals with issues differently a lot more calmly and is very aware now about people’s personal space.'"

"For an overview of the pathways through the curriculum, please see our information page here.\nWelcome to the\nIn Drama we strive to develop independent, confident learners who develop the skills, strategies and understanding for life-long learning and develop a love of the Performing Arts.\nThe Drama department at ALNS is a busy place.\nStudents have a number of opportunities to be involved in extra-curricular drama including drama club, school productions and theatre visits. There is always something going on.\nCheck the noticeboard and the news feed below for the most up to date information about what’s going on.\nIn Key Stage 4 students follow the Edexcel BTEC Tech Award Acting course.\nIn Key Stage 4 students can follow the Edexcel BTEC Acting course. This course is continually assessed through practical work, workshops, performances and a log book that students must keep. There is one externally assessed element of the course which is still performance based.\nQuality Teaching and Learning Entitlement\nAll students are entitled to:\n- a positive, safe learning environment that encourages the development of performance skills and the sharing of work within a culture of mutual respect and shared responsibility.\n- be actively engaged in their own learning whilst being challenged and motivated to take responsibility for their own development and take risks!\n- experience well planned lessons which challenge them, provide clear assessment and regular performance opportunities whilst reflecting upon their own learning and development.\n- regular opportunities to perform both within lessons and at public performances such as Performing Arts evenings, Music events, Dance events and the School Productions.\nTeaching within PERFORMANCE lessons should have:\n- a positive ethos which promotes an atmosphere for learning in which all students feel safe and confident to perform and feedback honestly about others work and their own development.\n- clear levels of challenge to enable students to develop their performance and group work skills, practise higher order thinking skills, creativity, problem solving and independence.\n- well planned lessons in which learning aims are clear and shared with all students enabling them to understand the purpose of their learning and how to make progress. Methods and purpose of assessments are shared with students at every opportunity.\n- a culture of mutual respect in which students effort and achievement is celebrated.\nHOW we achieve high quality Teaching and Learning within PERFORMANCE:\nASSESSMENT : Promotes learning within Performance. All students are actively engaged within their own assessment and development at KS3 within their logbooks using the PROGRESS LADDERS, targets are shared and reviewed regularly, usually at the beginning and end of each Scheme of Learning. Students assess their own work and the work of others throughout Performance lessons using regular peer and teacher feedback.\nAt KS4 students follow the BTEC courses. Their assessment is on-going, rigorous and forms the basis of each lesson. Students work through assignments and always know what their targets are and how to make progress.\nTEACHING : Teachers create positive, safe learning environments with clear ground rules and expectations. Learning aims are shared with students at every opportunity and success is celebrated every lesson through the sharing of work and feedback.\nThe culture of success, praise and reward enables lessons within Performance to be positive, dynamic and engaging. Students want to perform and share their work within a supportive environment and without judgement. This is common practise throughout the faculty.\nEach area within Performance (Music, Movement and Drama) has detailed handbooks, Schemes of Work which contain more details about lessons and structure.\nEffective lessons within Performance have the following features:\n- All objectives and intended outcomes are shared with the pupils.\n- Expectations are always high for the quality of work, concentration and behaviour.\n- Lessons are well-structured.\n- Clear vocabulary is used and is always explained.\n- Classes and groups are well organised.\n- There is clear explanation of learning.\n- A variety of activities are used i.e an effective balance between whole class work, group work and teacher led activities.\n- Good pace and timing.\n- Effective use of resources.\n- Strong and effective assessment that is shared with pupils."

"Paradise Valley Unified School District is dedicated to providing each student the opportunity to maximize their learning potential by supporting a safe and healthy school environment. Continued reinforcement of health and nutrition education provides the foundation for students to gain the critical skills needed to adopt, practice, and maintain a healthy lifestyle.\nWellness Guideline Goals\nThe Wellness Guidelines will serve as the foundation for each school in the Paradise Unified School District to develop, implement, and evaluate health, physical, and other school-based activities that promote student wellness. The goal is to confirm each school administrator monitors/assesses their school for appropriate wellness compliance.\nDistrict Wellness Committee\nThe District Wellness Committee is open to the public and meets twice a year (Fall & Spring) to discuss wellness-related activities or reports. Committee members comprise of parents, community partners, students, representatives of nutrition services, physical education professionals, health services, and school administrators.\nOur meetings for the 2018-2019 School Year are scheduled for October and April. Please call (602) 449-2274 for more details.\nSchool level assessments (Principal surveys) are conducted annually to monitor progress in attaining the specific goals posted in the Wellness Guidelines. The 2018-2019 principal survey was assessed four key areas. The key areas were Nutrition Education & Physical Activity Promotion, Food and Beverage Marketing, School Leadership Authority, and Other School Based Activities.\nPrincipal Survey Summary\n- The majority of principals (92%) believe schools play a significant role in the continued reinforcement of healthy eating behaviors, proper nutrition, and physical activities of students. Schools provide students with the knowledge and understanding of healthy decisions as well as the opportunity to practice what they learned. Schools also have the responsibility to teach students in all areas of life, not just the core subjects. However, while schools can encourage healthy lifestyles, principals feel that the home environment has a greater impact.\n- Physical Education (PE) and science classes are great sources for promoting school-based physical activity and nutrition education. Scheduling of other school-based events, such as after school sports, field days, running clubs, jump rope for heart, and family fun nights, are also an excellent way to promote physical activity to students, staff, and parents. Principals reported that they encourage teachers to incorporate brain breaks, morning classroom discussions once a week, school gardens, and simple nutrition & wellness PSAs to increase nutrition education during the school day.\n- Principals try to encourage healthier food choices during the school day; for example, one principal reported that they allow students to consume \"dip-free\" fresh fruits and vegetables anytime in the classroom. Principals, teachers, and parents work together to ensure healthy options and encourage healthy choices. However, principals reported students bringing unhealthy options from home sometimes. At the high school level, there has been fast food items dropped off or ordered through Uber-Eats for students, but several sites have guidelines in place for out-side food delivery.\n- For other school-based activities, principals reported encouraging their teachers to provide physical activity classroom breaks, such as extra recesses, and several schools have gardens on-site that promote student involvement. Several principals also reported including yoga breaks and healthy snack breaks in the classroom.\nKey Barriers to Address:\n- There is no \"established\" health curriculum and limited instruction time.\n- There is inconsistent school culture participation modeling health behaviors.\n- Impact adults more at school through education to assist with the parental influence (ex. sending or dropping off fast food for students, bringing unhealthy items for classroom parties, etc.)\n- Health and Wellness education is limited to physical education and science classes.\nPlan of Action:\n- Family promotion of school meals\n- Provide curriculum resources in health and wellness\n- Incorporate health and wellness instruction through core subjects\n- Collaborate with additional departments for health and wellness support\n- Encourage students, community, and staff to embrace a positive health and wellness culture\nSchool Highlight: Palomino Primary Kick-off to Healthy Living\nOn November 13th, 2018, the Nutrition & Wellness Department participated in a community health fair held at Palomino Primary School. This \"Kick Off to Healthy Living\" health fair was organized by the district's Family Services Coordinator, Elizabeth Stein. Through partnership with NOAH Palomino Health Center, PVSchools was able to provide Palomino families with information on:\n- Immunizations, Medical & Dental Services\n- Nutrition & Healthy Eating\n- Exercise & Fitness\n- CPR/First Aid & Household Safety\nAlong with valuable information, there were also vegetable steamers, measuring cups for cooking, first aid kits, and fresh bananas available for participants to take home to their families. It was a great opportunity for the Nutrition & Wellness team to work with the community and promote healthy habits!\n- As a district, an annual 5k Fun Run is held at Horizon High School to encourage active lifestyles among PVSchools' staff, families, and community members.\n- Nutrition and Wellness added a nutrition education component as part of the K-6 grade menu tastings and the 7-12 grade focus groups as a direct initiative from Wellness Committee meetings."

"Excellence in provisioning of innovative quality basic education\nTo deliver quality education in an innovative, effective and efficient way by giving maximum\nmonitoring and support to districts, circuits and schools, continuous development of educators\nand officials, maximizing accountability, fostering community participation and governance in\neducation, ensuring equitable, efficient allocation and utilization of resources, striving for a\ncompetent and motivated workforce.\n• Delivery of quality education by ensuring functionality of schools and reduction of underperforming\n• Improve capacity of the department to support delivery of quality education by ensuring that\nmanagement performance and compliance levels are rated from an average level of 2 to 4\non the MPAT Standards by 2019/20.\n• Provide education in public ordinary and special schools.\n• Support independent schools, promote a safe school environment.\n• Improve HIV and AIDS awareness, and make available.\n• Early Childhood Education (ECD) in Grade R.\n• Offer training and support to all public education institutions Human Resource Development\n(HRD) for educators and non-educators.\n• Departmentally managed examination services.\n• Overall management of the education system.\n• Provide minimum food needed to learn effectively in primary schools to identified poor and\nThe Estimates of Provincial Revenue and Expenditure (EPRE) sets out the detailed spending plans of each government department for the coming year.\nEach chart shows the budgeted spending by each sub-programme of that programme.\nEach chart shows the budgeted spending by economic classification under that Programme.\nEach chart shows the budgeted spending of each Programme under that Economic Classification.\nNational Treasury, departments and commitees are busy with different things depending on the time of year:\nInterested in finding out how the South African budget process works? Learn about the budget process, how it relates to our constitution and the role that it plays in a modern d...\nThe South African Constitution has several provisions that support people’s participation in areas of democratic governance. One such area of participation is in the allocation ..."

"The NASS provides advice, guidance and focused support to schools in line with the Education Authority’s strategic vision:\n“To inspire, support and challenge all our children and young people to be the best that they can be.”\nThe NASS delivers the following objectives:\n- Maintain support structures & build capacity of the 31 existing Department of Education (DE) funded Nurture Groups promoting coherence and quality assurance.\n- Encourage and support all 31 DE funded Nurture Groups to achieve the Marjorie Boxall Quality Mark Award.\n- Maintain existing monitoring arrangements in place across the 31 DE funded Nurture Groups.\n- Develop and deliver the Whole School Nurturing Approaches Model of Support across the primary sector.\n- Support capacity building which will deepen teacher understanding around the areas of attachment, brain development, stress and trauma, child development, and nurture principles, practices, and Nurture Groups, and the developing regional strategy in relation to Adverse Childhood Experiences (ACE’s).\n- Support primary school Principals and Board of Governors in their strategic implementation of a whole school nurturing approach.\n- Develop and implement effective systems to monitor, measure, control and report on the impact of the WSNA model of support in line with Children and Young Peoples Service’s outcomes based accountability framework.\nTo Nurture by definition means “To care and protect” *1.\nIn the context of Education the word gives rise to a ‘specific, meaningful, and purposeful connotation’ describing the needs of children, the ethos of assistance provided, and the learning experiences acquired *2. Emotional well-being underpins learning. Nurture, Nurture Groups, and Nurturing Approaches allow children to flourish emotionally, where each child can learn, develop and grow, based on their individual needs.\n*1 Oxford English Dictionary\n*2 Marjorie Boxall (revised and updated by Sylvia Lucas) (2010). Nurture Groups in Schools: Principles and Practice. Second Edition. Sage Publications. London. Page 13).\nNurture groups were originally developed in 1969 in London by educational psychologist Marjorie Boxall who saw that a large number of children entering school arrived with severe social, emotional and behavioural needs. These students were unable to form trusting relationships with adults or to respond appropriately to other children – in effect, they were simply not ready to meet the social and intellectual demands of school life (Nurture UK).\nThe nurture group is run by a specially trained qualified teacher and classroom assistant who offer a warm, structured environment where each child is encouraged to build their confidence and learn positive behaviour.\nThe nurture room is a small class within the school that is set up like a home, with a living area, kitchen and dining area. There is a set routine so the children know what they will be doing each day. Children attending the group also start the day and spend some time with their main class, and take part in all school activities.\nA nurture group allows children to flourish emotionally. It is a safe place in school where each child can learn, develop and grow, based on their individual needs. It offers “a short term, focussed, intervention strategy, which addresses barriers to learning arising from social, emotional or behavioural difficulties through an inclusive and supportive manner. Central to the philosophy of nurture is the theory of attachment, and the need for a child to be able to form secure and happy relationships with others in the formative years of their lives. The nurture group provides an opportunity for a child to re-visit early nurturing experiences” (Department of Education Northern Ireland).\nIn essence the Nurture Group “provides a carefully routined day, where there is a balance of learning and teaching, affection and structure within a home like atmosphere” (Nurture UK)\n- Children's learning is understood developmentally - Early learning experiences. We need to reinforce neural pathways to strengthen them to do the same tasks lots of times.\n- The classroom offers a safe base – Relationships are key. We need to feel safe and to trust our environment and the people around us to progress.\n- The importance of nurture for the development of self-esteem - If we practice something enough we will get better at it …\n- Language is a vital means of communication - Language has to be heard, used, practiced and relevant to the situation. Develops sequentially.\n- All behaviour is communication - Relationships. We need to feel safe, to trust our environment and the people around us so we can develop new modes of behaviour.\n- The importance of transition in children's lives - Experiencing good relationships (and nurture) is the best predictor for learning readiness.\n(Ref: Lucas,S., Insley,K. and Buckland,G. (2006) Nurture Group Principles and Curriculum Guidelines Helping Children to Achieve, The Nurture Group Network).\nIn Northern Ireland, Nurture Provision has been operating for many years, with some schools self-funding or accessing funds through the Department for Social Development (DSD) Neighbourhood Renewal Investment Fund.\nThe Office of the First Minister and Deputy First Minister (OFMDFM) announced funding for 20 new Nurture Groups in 2012, through the Delivering Social Change (DSC) Signature Projects. The DSC Nurture Signature Project was a 2 year initiative established in 2013 with the objective of providing 20 new Nurture Units in primary schools across Northern Ireland. The location of the Nurture Groups was identified by using objective criteria based on areas of need.\nA parallel programme for 10 longer established units was funded initially by the Department of Social Development (DSD) then latterly the Department of Education (DE).\nAlthough the DSC Nurture Signature Project funding ceased in June 2015, DE secured further funding through the Department of Finance (DFP) Change Fund, which has enabled the 30 units to be sustained, in addition to establishing 2 further Nurture Units within the Irish Medium Sector.\nThe Department of Education (DE) and DSD were involved in delivering this project initially and the DE invested further funds for the continued provision of the 10 established Nurture Groups in schools in which funding was coming to an end.\nCurrently the DE funds 31 Nurture Groups across Northern Ireland.\nQueen’s University Belfast (QUB -2016) carried out research to determine the impact of nurture provision which found clear evidence that Nurture Group provision in Northern Ireland is highly successful in its primary aim of achieving improvements in the social, emotional and behavioural skills of children. The research identified ten key components in relation to the successful establishment and delivery of Nurture Group provision.\nThe evaluation of the Nurture Signature Pilot Project (2016) by the Education and Training Inspectorate (ETi) also concluded very positive outcomes highlighting that the “progressive learning experiences contribute significantly to the children’s personal, social and emotional development and their overall learning”.\nBoth QUB and ETI’s Report and Evaluation have contributed to the formation and Service delivery of Whole School Nurturing Approaches (WSNA) by NASS.\nThe concept of Whole School Nurturing Approaches (WSNA) is applicable to all schools. It underpins the very foundation of our social environments – i.e. who you are with, and not who you are born to – and its significant influence on social, emotional and behavioural development.\nWSNA provide pupils with the learning experience to develop social, emotional and behavioural skills and encourage success at school and with peers. WSNA helps develop resilience in pupils and the capacity to respond more confidently to the challenges presented today and in the future (Nurture UK).\nWSNA therefore, can be utilised for targeted intervention for pupils who may be experiencing attachment difficulties, and can also be used in a more holistic ‘whole school’ approach, supporting all children, including those with a range of barriers to learning.\nWith this in mind and following the positive impact of the DSC Nurture Signature Project (2013) as evidenced by the research and evaluation conducted by QUB (2016) and ETi (2016), and utilising The MacKay model of nurture support (2010), the Education Authority will facilitate the delivery of a ‘Whole School Nurturing Approaches Model of Support’ to all Primary Schools across Northern Ireland. This will be a progressive model of capacity building where attendance at Levels 1 and 2 will determine continuation of support at Level 3.\nOnline Resources / Documents\nFor further information regarding Nurture, Nurture Groups, and Nurturing Approaches please contact:\nRegional Manager for Nurturing Approaches in Schools\n028 38 314468 / 028 38 314450"

"The NASS provides advice, guidance and focused support to schools in line with the Education Authority’s strategic vision:\n“To inspire, support and challenge all our children and young people to be the best that they can be.”\nThe NASS delivers the following objectives:\n- Maintain support structures & build capacity of the 31 existing Department of Education (DE) funded Nurture Groups promoting coherence and quality assurance.\n- Encourage and support all 31 DE funded Nurture Groups to achieve the Marjorie Boxall Quality Mark Award.\n- Maintain existing monitoring arrangements in place across the 31 DE funded Nurture Groups.\n- Develop and deliver the Whole School Nurturing Approaches Model of Support across the primary sector.\n- Support capacity building which will deepen teacher understanding around the areas of attachment, brain development, stress and trauma, child development, and nurture principles, practices, and Nurture Groups, and the developing regional strategy in relation to Adverse Childhood Experiences (ACE’s).\n- Support primary school Principals and Board of Governors in their strategic implementation of a whole school nurturing approach.\n- Develop and implement effective systems to monitor, measure, control and report on the impact of the WSNA model of support in line with Children and Young Peoples Service’s outcomes based accountability framework.\nTo Nurture by definition means “To care and protect” *1.\nIn the context of Education the word gives rise to a ‘specific, meaningful, and purposeful connotation’ describing the needs of children, the ethos of assistance provided, and the learning experiences acquired *2. Emotional well-being underpins learning. Nurture, Nurture Groups, and Nurturing Approaches allow children to flourish emotionally, where each child can learn, develop and grow, based on their individual needs.\n*1 Oxford English Dictionary\n*2 Marjorie Boxall (revised and updated by Sylvia Lucas) (2010). Nurture Groups in Schools: Principles and Practice. Second Edition. Sage Publications. London. Page 13).\nNurture groups were originally developed in 1969 in London by educational psychologist Marjorie Boxall who saw that a large number of children entering school arrived with severe social, emotional and behavioural needs. These students were unable to form trusting relationships with adults or to respond appropriately to other children – in effect, they were simply not ready to meet the social and intellectual demands of school life (Nurture UK).\nThe nurture group is run by a specially trained qualified teacher and classroom assistant who offer a warm, structured environment where each child is encouraged to build their confidence and learn positive behaviour.\nThe nurture room is a small class within the school that is set up like a home, with a living area, kitchen and dining area. There is a set routine so the children know what they will be doing each day. Children attending the group also start the day and spend some time with their main class, and take part in all school activities.\nA nurture group allows children to flourish emotionally. It is a safe place in school where each child can learn, develop and grow, based on their individual needs. It offers “a short term, focussed, intervention strategy, which addresses barriers to learning arising from social, emotional or behavioural difficulties through an inclusive and supportive manner. Central to the philosophy of nurture is the theory of attachment, and the need for a child to be able to form secure and happy relationships with others in the formative years of their lives. The nurture group provides an opportunity for a child to re-visit early nurturing experiences” (Department of Education Northern Ireland).\nIn essence the Nurture Group “provides a carefully routined day, where there is a balance of learning and teaching, affection and structure within a home like atmosphere” (Nurture UK)\n- Children's learning is understood developmentally - Early learning experiences. We need to reinforce neural pathways to strengthen them to do the same tasks lots of times.\n- The classroom offers a safe base – Relationships are key. We need to feel safe and to trust our environment and the people around us to progress.\n- The importance of nurture for the development of self-esteem - If we practice something enough we will get better at it …\n- Language is a vital means of communication - Language has to be heard, used, practiced and relevant to the situation. Develops sequentially.\n- All behaviour is communication - Relationships. We need to feel safe, to trust our environment and the people around us so we can develop new modes of behaviour.\n- The importance of transition in children's lives - Experiencing good relationships (and nurture) is the best predictor for learning readiness.\n(Ref: Lucas,S., Insley,K. and Buckland,G. (2006) Nurture Group Principles and Curriculum Guidelines Helping Children to Achieve, The Nurture Group Network).\nIn Northern Ireland, Nurture Provision has been operating for many years, with some schools self-funding or accessing funds through the Department for Social Development (DSD) Neighbourhood Renewal Investment Fund.\nThe Office of the First Minister and Deputy First Minister (OFMDFM) announced funding for 20 new Nurture Groups in 2012, through the Delivering Social Change (DSC) Signature Projects. The DSC Nurture Signature Project was a 2 year initiative established in 2013 with the objective of providing 20 new Nurture Units in primary schools across Northern Ireland. The location of the Nurture Groups was identified by using objective criteria based on areas of need.\nA parallel programme for 10 longer established units was funded initially by the Department of Social Development (DSD) then latterly the Department of Education (DE).\nAlthough the DSC Nurture Signature Project funding ceased in June 2015, DE secured further funding through the Department of Finance (DFP) Change Fund, which has enabled the 30 units to be sustained, in addition to establishing 2 further Nurture Units within the Irish Medium Sector.\nThe Department of Education (DE) and DSD were involved in delivering this project initially and the DE invested further funds for the continued provision of the 10 established Nurture Groups in schools in which funding was coming to an end.\nCurrently the DE funds 31 Nurture Groups across Northern Ireland.\nQueen’s University Belfast (QUB -2016) carried out research to determine the impact of nurture provision which found clear evidence that Nurture Group provision in Northern Ireland is highly successful in its primary aim of achieving improvements in the social, emotional and behavioural skills of children. The research identified ten key components in relation to the successful establishment and delivery of Nurture Group provision.\nThe evaluation of the Nurture Signature Pilot Project (2016) by the Education and Training Inspectorate (ETi) also concluded very positive outcomes highlighting that the “progressive learning experiences contribute significantly to the children’s personal, social and emotional development and their overall learning”.\nBoth QUB and ETI’s Report and Evaluation have contributed to the formation and Service delivery of Whole School Nurturing Approaches (WSNA) by NASS.\nThe concept of Whole School Nurturing Approaches (WSNA) is applicable to all schools. It underpins the very foundation of our social environments – i.e. who you are with, and not who you are born to – and its significant influence on social, emotional and behavioural development.\nWSNA provide pupils with the learning experience to develop social, emotional and behavioural skills and encourage success at school and with peers. WSNA helps develop resilience in pupils and the capacity to respond more confidently to the challenges presented today and in the future (Nurture UK).\nWSNA therefore, can be utilised for targeted intervention for pupils who may be experiencing attachment difficulties, and can also be used in a more holistic ‘whole school’ approach, supporting all children, including those with a range of barriers to learning.\nWith this in mind and following the positive impact of the DSC Nurture Signature Project (2013) as evidenced by the research and evaluation conducted by QUB (2016) and ETi (2016), and utilising The MacKay model of nurture support (2010), the Education Authority will facilitate the delivery of a ‘Whole School Nurturing Approaches Model of Support’ to all Primary Schools across Northern Ireland. This will be a progressive model of capacity building where attendance at Levels 1 and 2 will determine continuation of support at Level 3.\nOnline Resources / Documents\nFor further information regarding Nurture, Nurture Groups, and Nurturing Approaches please contact:\nRegional Manager for Nurturing Approaches in Schools\n028 38 314468 / 028 38 314450"

"The Healthy Schools Healthy Futures Project that was designed to support schools to develop programs and structures to increase student well being and resilience.\nMany of the original volunteers on this group were also members of the SRC and now all of the SRC are members of this committee. The committee also has volunteers from outside of the SRC who were keen to be a part of the development of these programs.\nThe students have undertaken the mammoth task of developing a strong student voice through leading focus groups, class discussions, year meetings and class voting processes to determine the key areas for development in the project.\nThe key identified areas and the progress to date are listed below :\nKey identified areas and progress\nKey Areas for Development\nImproved understanding of mental health issues\nBlack Dog Institute Seminars on mental health\nGrief & Loss support Group\nAnger Management courses for students\nThe implementation of structures to support anti bullying and harassment\nPlays relating to Cyber Bullying prevention\nIntroduction of Peer Mediation\nIncreasing the fun activities organised for students\nLunch time concerts\nYouth week activities\nDeveloping discipline structures that reduce the disruptive behaviours to allow all students to reach their full potential.\nPositive Behaviour for Leanring\nThis is an impressive and challenging list. The students and staff have been working hard to develop programs and activities that would support achieving these goals."

"- Well-qualified, enthusiastic teachers and support staff who are committed to helping students reach their potential\n- A comprehensive curriculum programme with a key focus on \"foundation\" learning - literacy and numeracy\n- A school environment where students work in safe, secure, happy and inclusive classrooms\n- Excellent facilities, well-resourced educationally based classrooms\n- Student support systems of pastoral care and behaviour management that promotes a safe, caring environment\n- A proactive approach to teaching values that promotes citizenship and leadership\n- Assessment systems that ensure every student is involved, encouraged and supported to work for success and maximum progress\n- A wide range of co-curricular opportunities.\nERO - Kapanui School Education Review Office External Evaluation - 9 August 2016\nDuring 2016 Kapanui School was reviewed by the Education Review Office. The Kapanui Board are pleased to report to parents that once again ERO recognised the high quality of Kapanui School by placing the school on another 4/5 year return date. ERO usually expects to review most schools again in three years but where ERO finds that the school’s curriculum is consistently effective in promoting student learning – engagement, progress and achievement and where high quality performance is evident and ERO has no material concerns about the education and safety of students the next review will be in four-to-five years.\nERO noted - \"Positive interactions are evident at all levels of the school. High quality relationships are formed with many parents and especially with the parents of children with diverse needs. Teachers interact with whānau about learning concerns as they arise. Wellbeing is effectively monitored. There is a positive, settled tone throughout the school that enhances learning opportunities for all students.\"\n\"Consistency of expectations and teachers' practice promote high levels of student engagement and self-regulation. Key competencies and positive dispositions for learning are very evident. Teachers’ implementation of effective and culturally responsive practice supports student learning.\"\n\"How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?\nLeaders and teachers:\n- know the children whose learning and achievement need to be accelerated\n- respond effectively to the strengths, needs and interests of each child\n- regularly evaluate how well teaching is working for these children\n- act on what they know works well for each child\n- build teacher capability effectively to achieve equitable outcomes for all children\n- are well placed to achieve and sustain equitable and excellent outcomes for all children\""

"We provide Personal, Social, Health and Economic education to Key Stages 3 and 4, through a spiral programme that gradually expands and enriches key concepts, increases knowledge, deepens understanding, and rehearses and develops key skills through a thematic approach.\nThe key 3 areas covered are:\n- Health and Wellbeing\n- Living in the Wider World\nPSHE education is central to the development of the young people at Claremont. The planned programme is designed to help them deal with the difficult moral, social and health-related issues that arise in their lives and in society. It also helps them to develop the knowledge, skills and understanding they need to live confident, healthy, independent lives as individuals, parents, workers and members of society. In addition to this, the PSHE programme promotes fundamental British Values, which are taught implicitly in lessons and throughout all key stages. Please click here to access the PSHE Policy and RSE Policy.\nThe key concepts which underpin all the topics covered are:\n- Managing Change\n- Power (within social contexts such as peer-pressure)\n- Rights, Responsibility and Consent\n- Diversity and Equality\n- Risk management\n- Health (mental, physical and emotional) and Balanced lifestyles\n- Relationships (including; friendships, romantic, familial)\n- Career (including academic choices, enterprise and economic understanding)\nOur PSHE education programme recognises that young people will bring prior learning and real life experiences to their learning. Our programme respects and builds on these, providing a programme that reflects both the universal and unique needs of our students. Please click here for an overview of our PSHE programme.\nFor further information, please contact:\nHead of Department: Ms B. Davis\nAssociate Head of Department: Ms A. Khatri\nThe school provides opportunities for young people to make real decisions about their lives, to take part in activities that stimulate adult choices, and where they can demonstrate their ability to take responsibility for their decisions.\nFor further information or support please contact the school directly. The following links may also provide helpful information and support:\nHeartstart Training Year 9"

"Information for teachers and educational resources\n2018 Pink Shirt Day toolkits for students, teachers and workplaces\n(2013). Education Counts website - Spotlight on Counter-Bullying Pedagogies.\nThe New Zealand best evidence syntheses (BESs) highlight pedagogies that accelerate achievement at the same time as they counter bullying.\n(2017). InsideOUT and Community Law Wellington & Hutt Valley\nYoung people of sexual and gender minorities often experience discrimination at school, which can take many different forms. The resource aims to give you an overview of your legal rights at school, covering both issues that might affect an individual, and a queer straight alliance/rainbow diversity group.\n(2017). Wellington: Bully Free NZ\nBullying-Free NZ Week (22–26 May, 2017) takes place each year in conjunction with Pink Shirt Day. It provides an opportunity for everyone to campaign against, and raise awareness of bullying. This year’s theme is: NZ Students with Solutions – working together to end bullying.\n(2016, June). Implementation Report. Independent Monitoring Mechanism on the Rights of Persons with Disabilities.\nThe authors note the bullying guidelines are recommendatory only and encourage schools to self-evaluate their current practices. While the guidelines recognise that disabled students are at greater risk of bullying than other students, they are yet to establish a disability-specific set of criteria.\n(2016, March). Wellington: Education Review Office.\nThe report has been developed to help schools evaluate and improve student wellbeing. It highlights the importance of schools promoting the wellbeing of all students as well as the need for systems, people and initiatives to respond to wellbeing concerns for students who need additional support.\n(2016, March). Wellington: Education Review Office.\nThe report provides detail about practices in selected schools that promote wellbeing for all students, and describes how these schools respond when concerns, issues or events require more targeted support.\n(2016). UN Women.\nThe document provide a comprehensive, one-stop resource on school-related gender-based violence including clear, knowledge-based operational guidance, diverse case studies and recommended tools for the education sector and its partners working to eliminate gender-based violence in and around schools.\n(2015, February). Wellington: Ministry of Education and Netsafe.\nThe guide supports schools in the management of safe and responsible use of digital technology for learning.\nThe Inclusive Practices Tools were launched on the Wellbeing@School website. It's designed to support schools to engage with the whole school community in a process of self-review, with access to practical evidence-based tools, resources, and services.\n(2015). Wellington: Ministry of Social Development.\nThe guidelines are for people who a young person confides in about wanting support for mild to moderate mental health issues such as stress, anxiety and mild depression. The Guidelines are designed to support people \"walking alongside\" a young person to help them access mental health advice and support.\nFull text of legislation put in place in 2015 to help stop cyberbullies and reduce the devastating impact their actions can have by simplifying the process for getting abusive material off the internet in a quick and proportionate way.\n(2015). Inclusive Education, Guides for Schools.\nThis guide is a companion resource to Bullying prevention and response: A guide for schools. It supports schools to take a more inclusive whole-school and community approach to reducing bullying behaviours.\nThese guidelines should be followed when Police or others provide education about child protection.\nDeveloped by the cross-sector Bullying Prevention Advisory Group, this guide provides practical advice for schools on how to prevent bullying and respond effectively when it does occur.\nThe Cool Schools Peer Mediation Programme has been operating in New Zealand since 1991. It has been delivered to nearly two thirds of schools nationwide.\nPositive Behaviour for Learning (PB4L) helps schools, teachers and parents across New Zealand to promote positive behaviour. PB4L is supported by eight education sector organisations and led by the Ministry of Education.\nNZ Police’s Kia Kaha school-based programme aims to help schools create environments where all members of the community feel safe, respected and valued and where bullying cannot flourish.\nA resource to assist schools in developing and implementing effective anti-violence policies, practice and procedures which has been developed by the New Zealand Post Primary Teachers’ Association.\nThis NetSafe kit helps schools to address student cybersafety and support digital citizenship.\nInformation from NetSafe on recognising and dealing with cyberbullying in the school setting.\nA full-day event held in Auckland in 2010 examined bullying, what is being done to address it and how this can be improved upon. Around 150 people heard from presenters and took part in discussions. Attendees included individuals from schools, police, media and social workers, as well as parents.\nGreen, V.A., et al. (2013, April). Wellington: Victoria University\nThis study aimed to measure the perceptions and experiences of bullying of New Zealand educators by gaining an understanding of how bullying has been addressed in respondents’ schools. In light of the recent Trends in International Mathematics and Science Study (TIMSS) finding indicating that rates of school bullying in New Zealand are among the worst worldwide (Mullis, Martin, Foy, & Arora, 2012), implications and concerns arising from the research are also discussed.\nA summary of the available research for teaching and educational staff, developed by Wellbeing at School.\nThis article draws on responses to a national survey on barriers to student learning. The strategies that primary and secondary schools are implementing to address bullying are discussed in relation to the approach known as “health promoting schools”, an approach that is internationally recognised for its effectiveness in addressing mental health issues in schools.\nReport of David McGee, Ombudsman, on complaints arising out of bullying at Hutt Valley High School in December 2007\nThe report examines the role of the school and the parts played by other agencies: the Ministry of Education, the Education Review Office, and Child, Youth and Family (Ministry of Social Development). The report was presented to Parliament in 2011.\nViolence and bullying within schools was identified as a significant issue in the Human Rights Commission’s 2004 status report Human Rights in New Zealand Today: Ngä Tika Tangata o te Motu. A human rights approach highlights the need to ensure the rights of those most vulnerable are a priority and to ensure that bullying, abuse or violence between students at school is treated as seriously as incidents involving adults or that occur outside the school environment.\nThis is the first inquiry involving education from the Office of the Children’s Commissioner. This inquiry was undertaken because bullying consistently rates as one of the biggest concerns for children and young people in New Zealand and due to on-going complaints about bullying and violence to helplines.\nThe aim of this study by the Ministry of Social Development was to collect information about the actions that three schools have taken to develop a more positive school culture and to reduce bullying in their schools."

"Achievement Challenge - Hauora\nAs a Community of Learning I Kāhui Ako, we realise the importance of physical, emotional and cultural wellbeing to ensure the engagement of all students and their learning. The engagement of parents and whānau is also of critical importance. The significance of student well-being is captured in several ERO reports: Wellbeing is vital for student success and is strongly linked to learning. New Zealand and international research shows that many school factors influence student success. Although there is no single measure for student wellbeing, the factors that contribute to it are interrelated and interdependent. For example, a student's sense of achievement and success is enhanced when they feel safe and secure at school. This in turn lifts their confidence to try new challenges, strengthening their resilience. (ERO 2016) The ethical responsibility of teachers, leaders and trustees is to consider, promote, balance and respond to all aspects of the student, including their physical, social, emotional, academic and spiritual needs. These considerations require deliberate expression and action across all curriculum areas, pastoral care, strategic priorities and teaching practices. To maximise the role that schools have in promoting and responding to student wellbeing, these systems, people and initiatives require a high level of school-wide coordination and cohesion. (ERO 2017) We would add to this that there is an opportunity for Community of Learning I Kāhui Ako wide coordination and cohesion to support better outcomes for our students.\nAchievement Challenge - Te Ao Maori\nWe want to develop connections and support for those who work in immersion/rumaki settings. An area of concern for parents and schools is the pathway for Māori medium at the end of year 6. While there is some transition to Māori boarding schools and local kura beyond year 6, generally whānau do not see a clear pathway from Kohanga Reo through to secondary schooling.\nAchievement Challenge - Transitions\nTransitions is an area that we can improve and believe that in so doing we can add value in both English and Māori medium settings. We acknowledge the transition to school and from school to school, is critical to ensure success for our children We need to work alongside Early Childhood Educators and our Contributing Schools to build: a shared understanding of the diversity of children in our community; pedagogical practices, such as play-based learning, that best support transition; sharing data that allows us to build on the success that children have experienced in ECE.\nAchievement Challenge - Culturally Responsive and Relational Pedagogy (CR&RP)\nWe know from some of the work undertaken by schools individually, the professional learning and development some schools have engaged in, as well as what the research tells us, that learning opportunities that engage and reflect the learner’s world have a huge impact on the attendance, engagement and achievement of our Māori students in particular. As the Community of Learning I Kāhui Ako with the largest number of Māori students in Aotearoa/New Zealand, this has to be a priority for us."

"Visiting Teachers are specialist teachers with expertise and experience in specific disabilities and impairments. They give schools and teachers guidance in supporting engagement and participation of students with disabilities and additional needs.\nThey work in the areas of:\n- physical disability\n- health impairment\n- hearing loss\n- vision impairment\nThe role of visiting teachers\nVisiting Teachers work to:\n- promote and support inclusion in schools\n- build capacity of teachers to provide for their students with disabilities and additional needs\n- help teachers make adjustments to the curriculum and learning environment, including\nspecial provision for VCE.\n- help teachers create individual plans and recognise the unique needs for each student\n- monitor and report on student progress\n- provide information and professional learning about disability and how disabilities may affect a student’s learning\n- participate in student support group meeting if requested\n- give advice and reports for applications, if necessary.\nEligibility for the visiting teacher service\nIn order for a school to be eligible for the support of a Visiting Teacher, there are a range of criteria relating to the student's disability that must be met.\nPhysical disability or health impairment\nThe disability or health care needs must:\n- significantly impact the students’ academic, physical, social or emotional development\n- require more than four weeks of hospitalisation and convalescence. These students receive an automatic allocation upon request for service\n- be confirmed by a recent medical report from a specialist physician.\nThe hearing loss must be confirmed by a current audiogram and audiologist report. There are some additional factors that may affect the level of support provided. These include:\n- degree and type of hearing loss\n- age of the student at diagnosis\n- effect of the hearing loss on the student’s acquisition of speech and language, academic performance and social/emotional wellbeing\n- requirements and success of audiological management.\nThe vision impairment must be confirmed by the\nEducational Vision Assessment Clinic (EVAC) to determine eligibility and provide information about the vision impairment.\nReferrals to the Visiting Teacher Service\nReferrals to the service are made, by the school, through the\nStudent Online Cases System (SOCS).The student’s parent/carer(s) must give consent and fill out the consent form. The form can be found on the Student Online Cases System and must be submitted with the referral.\nWho to contact\nIn most cases your\nlocal regional office is your first point of contact for help, questions or feedback if your school, early childhood service or training service cannot help."

"Planning the high school program\nAim of the sessions\nThe sessions aim to:\n- help students develop relationships with key staff and peers\n- assist staff to identify new students and assess their welfare and educational needs\n- help new students to understand school expectations and their responsibilities\n- raise students’ awareness of their own strengths, skills and goals\n- assist students to develop study and learning skills\n- assist staff to monitor students’ wellbeing and educational progress\n- make initial links with students’ parents/carers.\nPlanning the program structure\nIt is recommended that a team approach be taken to delivering The Welcome Program sessions. Key team members may include: Head Teacher Welfare, Year Adviser, Head Teacher IEC, School Counsellor, EAL/D teacher, SLSOs and members of the SRC.\nDelivery of the session content can be tailored to suit the needs of the students and the school. Schools should determine the needs of their students and adapt the content accordingly, however it is recommended that:\n- Sessions 1 to 5 should be delivered soon after enrolment\n- Sessions 6 and 7 should be delivered when students have had time to develop a trusting relationship with the facilitators\n- Session 8 should be delivered a few months after students enrol.\nThe sessions are intended to be teacher facilitated and students should not be left to engage with the resources without teacher support.\nSessions could be delivered within the timetable or run after school or at lunchtime. Session content could be integrated into different curriculum areas or delivered as part of a study skills or orientation program.\nAfter the student group and program structure has been determined, facilitators will need to plan each session. This will require them to consider scheduling, gathering resources needed and inviting key staff to assist.\nEach session in The Welcome Program includes a series of student resources developed using Google's G Suite. Additional information and support can be found on the department's G Suite for Education webpage.\nEstablishing a relationship with parents and carers will assist in promoting a positive partnership between school and home, which will benefit the students and the whole school community.\nHowever many newly arrived LBOTE parents are facing settlement challenges involved in starting a new life in Australia at the same time as their children are starting high school. They may not be accustomed to some of the practices and policies associated with schooling in Australia or the NSW education system.\nWhen EAL/D students enrol at high school their parents and carers need information about school expectations, school practices, teaching and learning, curriculum and assessment, reporting and EAL/D support. Parents/carers will also benefit from being welcomed to the school.\nIt is suggested that schools hold a morning/afternoon tea or supper to welcome the parents/carers of newly enrolled EAL/D students, inform them about the support being provided at school and provide an opportunity for them to ask questions. Interpreters should be provided."

"Wellbeing in the Sixth Form\nLearning and developing skills of happiness and well-being has a hugely positive impact on our productivity and our ability to live life to the full.\nFurthermore, there is a growing body of scientific evidence regarding the benefits of happiness and well-being in relation to the performance of individuals and institutions. There is endless proof that learning to adopt positivity, developing inner resourcefulness and setting out to become caring individuals with a sense of responsibility towards others, helps us to be happy, successful and strong.\nAt John Taylor High School, we recognise that students need support in developing skills and attributes that lead to a happier life. The Sixth Form tutorial programme is designed to provide opportunities for students to develop resilience, mindfulness and a healthy lifestyle. There are also planned activities to provide opportunities for students to develop new interests and friendship groups, through the Sixth Form show, quiz nights and Sports Clubs. All Year 12 students complete Level 1 Safeguarding training to support them in their role as a Prefect.\nFor additional support, students are advised to use the following resources:\n- Download the Headspace app from https://www.headspace.com/headspace-meditation-app"

"Summer school kids stop spreading germs and start spreading health education\nRegular exercise, good hygiene, and a balanced diet make up the equation for a healthy lifestyle. Globe University–La Crosse medical assistant students combined those key life lessons into an applied learning project with fun and interactive learning activities for children in the Boys and Girls Club Summer School Program.\nGlobe students transformed the Boys and Girls Club gymnasium into an interactive classroom and created learning games, activity stations and even an obstacle course with hurdles, jump ropes and scooters to teach the children about healthy choices.\nJody Risberg, medical assistant instructor, said, “Educating the youth on living a healthy lifestyle helped reinforce the objectives the students were learning in the classroom. In addition, it gave students a wonderful opportunity to join together as a team to teach children, through fun kinesthetic learning activities, how they can make healthy choices.”\nChildren sorted food into a giant color coded food pyramid, tested their ability to thoroughly clean their hands with finger paints, and learned to take their pulse and listen to their heartbeats before and after strenuous cardio exercise.\nThe Boys and Girls Club staff thoroughly enjoyed the event. “It’s great for the Boys and Girls Club to have members of the community work with our members,” one staff member said. “Learning experiences like this help students explore new things they might not have learned elsewhere. Today, our members learned about the importance of maintaining a healthy active lifestyle and had a fun time doing so!”\nGlobe students had a tremendous time working as a team to coordinate this successful applied learning activity."

"For almost 50 years the Boys and Girls Club has been helping young people to discover, develop and achieve their best potential by engaging them in activities that challenge and help them develop healthy minds and bodies. Our programs promote positive outcomes in education, active living, nutrition and mental health. Our leaders act as positive role models and take an individualized and strength-based approach to every child’s potential.\nThe Boys and Girls Club of Brantford keeps young people on track for a successful future with academic support and fun, hands-on learning experiences.\nIn our early years programs we use the Pedagogy framework (method and practice of teaching) when designing program and content (How Does Learning Happen?), that is specific to creating goals for children that support self-regulation, identity, social inclusion, health and well-being, language & thinking skills and physical literacy.\nDuring the middle years our after-school programs help young people see themselves as learners in an informal, hands-on environment. We enhance existing skills and provide after-school homework help, mentoring, and access to technology in environments that promote a love of learning and encourage young people to set and achieve academic goals.\nLeaders promote the health, safety, nutrition and well-being of each child by providing a clean and safe environment, nutrition is based on the Canada’s Food Guide, access to drinking water, safe transitions, addressing environmental issues, and reducing hazards that may cause injury. Leaders are aware of information relating to medical conditions, allergies, food restrictions, medication requirements, and parental preferences in respect to diet, exercise and rest time.\nPHYSICAL LITERACY & NUTRITION\nChildren participate daily in indoor and/or outdoor physical literacy, active living & play activities such as parachute games, cooperative games, basketball, soccer, baseball and obstacle courses.\nOur active living programs and activities instill healthy habits and attitudes and support the unique needs of the children in our care. When warranted quiet/rest time opportunities are also provided for children, which include but are not limited to reading, puzzles, computers and creative arts. With opportunities to increase daily physical activity, engagement in nutritional awareness and healthy eating habits, young people through structured and informal play, learn about physical health and well-being enabling them to make healthy and balanced choices.\nLeaders foster children’s need for exploration, adventure, play and inquiry by providing a variety of activities in an environment that encourage choices and active play. Leaders provide child-initiated and adult supported experiences and introduce new ideas, concepts, and opportunities that expand children’s knowledges and experiences. Leaders observe children’s interactions and engagement, using that information to plan and create positive learning environments that are based on the interests of the child.\nChildren are encouraged to interact and communicate in a positive fashion. Leaders support their ability to self-regulate, acknowledging that children are competent, capable, curious and rich in potential.\nLeaders provide opportunities, support and encouragement that assist young children learn to self-regulate. Leaders encourage and model a calm and focused environment that supports the ability for children to regulate their emotions and the impact these can have on others engaged in the program.\nRegular and ongoing communication with parents is an important component of each day. Leaders support positive and responsive interactions among the children, parents, and child care providers.\nCommunication may be in person, by phone, e-mail or through written and posted communication tools.\nParents will be advised of community resources outside of the centre such as Ontario Early Years Centres, Lansdowne Children’s Centre, City Child Care services, Brant County Health Unit, etc., as it is an integral part of supporting our children and their families.\nAs appropriate, communication will come from all levels of the organization; the Board of Directors, the Executive Director, Supervisors and Program Leaders.\nRespectful, inclusive and engaging environments where young people feel welcomed, accepted, valued and respected are provided. Programs cultivate caring relationships and connections with peers, family members and community. Leaders nurture young people’s confidence and provide them with opportunities to develop and grow their skills. Programs enable children to sustain meaningful relationships, develop positive self-image, and be respectful of themselves and others. Resilience is fostered by working with young people, their families and our community.\nLeaders are reflective practitioners who learn about children through listening, observation, documentation, and discussion with others, families in particular, to understand children as unique individuals. They observe and listen to learn how children make meaning through their experiences in the world around them, and use this to have meaningful interactions, and engage children on a daily basis.\nThe Club builds on the strength of families by supporting parents/guardians in their role of raising and educating their children. Parents/guardians are respected as their child's first teachers and a strong partnership between home and the Club is essential.\nAs a community based organization it is imperative that the Club has positive and well established relationships and partnerships with other community agencies such as Woodview Mental Health & Autism Services, City of Brantford Child Care, Lansdowne Children’s Centre, Family & Children’s Services, Brant County Health Unit, etc., in order to meet the needs of our families effectively.\nThe Boys and Girls Club of Brantford is committed to the UN Convention on the Rights of the Child, the principles of the Ontario Human Rights Code and the Child Care and Early Years Act.\nOngoing opportunities for Leaders and other individuals who interact with our children, which will enhance professional capacity, engage in reflection and discussions with others about Pedagogy and related practices. Supporting ongoing professional development occurs through a variety of ways including online learning, workshops, conferences, etc.; Leader’s build a climate of trust, support, honesty, collaboration, mentorship and respect, building on healthy professional relationships that encourage continuous growth & development.\nLeaders continually review and reflect on the Program Statement, documenting the impact in has on children and their families."

"OBJS de Swoaistee\nVreedzame Wijk Lewenborg XL (‘peaceful neighbourhood’) + Student Voice (Erasmus+ / SLO)\nWorking language during the project:\nThemes of the Council of Europe campaign “FREE to SPEAK, SAFE to LEARN - Democratic Schools for All” covered:\n- Making children’s and students’ voices heard\n- Preventing violence and bullying\n- Improving well-being at school\nCompetences from the Reference Framework of Competences for Democratic Culture (CDC) addressed and where / how they were integrated:\n- Conflict-resolution skills\nPupil mediators at group-/school level\nPupil council at school- /neighbourhood level\nSocial-emotional skills within the programme of ‘de Vreedzame School’ (the ‘peaceful’ group/school/neighbourhood)\nTarget group age range:\nLevel of education:\n- Primary education\nShort description of the project:\nIn 2010, 5 primary schools, 2 secondary schools and 3 organisations for day-care and youth-health in the neighbourhood Lewenborg (Groningen) started to implement the programme ‘de Vreedzame School’ (the peaceful school) and promised to work hard to become a peaceful neighbourhood / community by 2020! (“It takes a whole village to raise a child”).\nIn 2018, the city-council supported this initiative and granted funding to carry out an ‘integrated pedagogical approach’ (2019-2023) at the neighbourhood-level.\nSeveral partners (citizen-groups included) work together to improve the chances of all children living in our neighbourhood (on subjects such as poverty, well-being, health, sports, culture, education).\nWithin the primary schools we use the method / materials of ‘de Vreedzame School’.\nThere is a guidebook for each school year (group 1 – 8). We do not focus on ‘lessons’ but on establishing a positive, democratic school-culture. We do focus on wellbeing, trying to prevent bullying and discrimination, teaching about aspects of citizenship / the political system and try to increase ‘ownership’, responsibility and the autonomy of the pupils.\nAt the start of each school year we do a lot of activities on getting to know each-other better in the group, deciding on a set of own group-rules and electing pupils to become mediators or member of a council. We have educated pupil-mediators who discuss and try to solve minor conflicts between the children themselves and we have a pupil-council at every school and a children-council at the neighbourhood-level. They have their own (small) financial budget.\nOur school is a Jenaplanschool (by the ideas of Peter Petersen, similar to Montessori and Freinet) and we focus on the role of children in their own learning-process. As such we participated in the Erasmus+ project of Student Voice.\nThe pupils work in 3 age-groups (grade 1+2) (grade 3+4+5) (grade 6+7+8). So younger children can learn from older children who can support younger children. The children learn to accept all kinds of differences between them in character and talents. Their role changes as they progress through the different age groups.\nThe teachers have to give instructions / lessons on several (sometimes individual) levels.\nThe basic skills (literacy, numeracy) are taught by year-group-level, but all 3 age groups come together for the other activities (‘discovering the world’). Children work on a daily- or weekly-task and when they are able to, they can decide whether to follow an instruction. They can also choose individual activities as extra work.\n‘De Vreedzame School’ is about an integrated pedagogical approach, using a behaviour and language similar to the adults who raise these children. It takes a while to get results, it is hard work, but it is very motivating to work with eager, motivated and happy children!\nIn the Netherlands there are around 200 primary schools based on Jenaplan, there are around 1000 primary school who use the approach of ‘de Vreedzame School’, there are around 20 (city)neighbourhoods which are ‘a peaceful neighbourhood’.\nThe 3 main objectives / themes of ‘de Vreedzame School (+neighbourhood)’ are:\n- to raise the children in a safe living environment\n- to raise the children in a healthy living environment\n- to give the children equal opportunities to use and enrich their own individual talents\nOur approach / plan is monitored by the University of Groningen. We discuss all kinds of data (objective: percentage of unemployed youth to ‘soft data’: how satisfied are children about their role, about their playgrounds etc.)\nWe really try to work together to reach an optimal living environment for all the children in our neighbourhood, a place where they are seen and heard, where they are important, participating and active.\nThe increased commitment of all professionals who are involved with our children to speak the same ‘pedagogical’ language, to use the same ‘peaceful’ approaches, to work together.\nChildren who have an increased role in the community, who are more heard and seen, who have a ‘student voice’.\nChallenges you faced\nTo start from scratch, from great ideas to small initiatives, to keep inspiring partners, to keep working hard, to convince policy-makers, to earn trust and time.\nTime-frame of the project:\n- 2010-2020 Becoming a ‘peaceful neighbourhood’\n- 2019-2023 Recent neighbourhood-plan Lewenborg XL\nCouncil of Europe materials on citizenship and human rights education used while preparing or implementing your practice:\n- Reference Framework of Competences for Democratic Culture"

"Forrest Primary develops a range of policies which reflect the ACT Department of Education policies and are approved by the School Board. These are periodically reviewed. We are also bound by ACT Department of Education equity policies such as anti-sexual harassment and anti-racism.\nRelations, Values and Student Welfare\nThere is an expectation at Forrest Primary that children will behave responsibly and respectfully.\nOur student welfare practices at Forrest support students in the development of appropriate social and problem solving skills while fostering self-discipline and acceptance. We aim to create a caring and supportive environment in which teachers can exercise their right to teach and students their right to learn without interruption.\nForrest Primary School aims to engender a strong sense of community where staff, parents/carers and students can share ideas and knowledge in an inclusive environment that contributes to providing the best possible learning outcomes for our children.\nAt Forrest Primary we believe parents have the right to information concerning the progress of their children and teachers have the responsibility to provide that information in a meaningful and comprehensive manner. We also believe that parents have the responsibility to provide relevant information to assist teachers to provide for the developmental needs of their children.\nStudy and research habits developed at primary school stand students in good stead for future studies. Students are not expected to learn new work at home. However, assignments requiring exploration, discovery, observing, recording and process thinking may be set. Homework may include practising tables; Mathletics; spelling or reading; discussing stories, pictures or news; research; or sharing activities with the family.\nAs educators of young children we take our duty of care very seriously and teachers are particularly vigilant and protective of the children. Our playground policies and procedures are regularly reviewed and at the same time if teachers perceive that there is a safety issue or a danger to the children it is addressed immediately.\nThe purpose of this policy is to ensure that all students attending Forrest Primary School are protected from skin damage caused by the harmful ultra-violet rays of the sun. Throughout the year it is compulsory for broad-brimmed hats to be worn outside. Children are encouraged to play in the shade and sunscreen protection is made available."

"Kindergarten is the start of a new phase in a child’s life. The kind of school beginning often sets the pattern for years to come. It is for this reason that we invite the close cooperation of parents or caregivers in educating a child.\nEvery parent wants the best for their child and desires to give them a happy and balanced start to their educational journey. That is why we offer an innovative and successful program that prepares children to confidently enter their Primary school years.\nKindergarten operates 3 days a week on a Monday, Wednesday and Friday from 8.45am to 3.00pm. The class operates as a combined Kindergarten/PrePrimary class on these days, which ensures that the children are exposed to the beginnings of Literacy and Mathematics and have the opportunity of learning from the older children.\n- is a vibrant, nurturing environment where children develop a love for learning.\n- harnesses children’s natural inquisitiveness and enthusiasm for learning.\n- is a stimulating and exciting program that immerses children in literacy and numeracy.\n- is a structured, play based program that uses the Western Australian Curriculum.\n- develops social, cognitive, physical and emotional skills.\nWe believe that ‘A young child is a gift from God’ (Psalm 127:3). Our mission is to nurture and develop the gifts and talents God has created within each student. We also believe that ‘it takes a whole village to raise a child’ so we embrace the partnership with families and community members.\nOur school has a Christian emphasis throughout the program. Children will participate in morning devotions, praying, singing and learning stories from the Bible.\nThe five areas of learning and development in the Western Australian Kindergarten Curriculum are based on the five outcomes of the Early Years Learning Framework (Commonwealth of Australia, 2009). They are:Identity\nChildren have a strong sense of identity when they:\n- Feel safe, secure, accepted and supported\n- Act with increasing autonomy, interdependence, resilience and sense of agency\n- Build knowledgeable and confident self-identities\n- Interact with others with care, empathy and respect\nChildren are connected with and contribute to their world when they:\n- Work with others to develop skills for communication and inquiry about themselves and their world\n- Explore diversity and respond with respect\n- Show respect for the environment\nChildren have a strong sense of wellbeing when they:\n- Become strong in their social and emotional wellbeing\n- Take increasing responsibility for their own health and physical wellbeing\nChildren are confident and involved when they:\n- Develop positive dispositions for learning\n- Develop a range of skills and processes for learning and thinking\n- Engage in creative and inventive ways of thinking and doing\n- Engage in and extend numeracy in personally meaningful ways\nChildren are effective communicators when they:\n- Interact verbally and nonverbally with others for a range of purposes\n- Engage in and extend literacy practices in personally meaningful ways\n- Understand how symbol and pattern systems work\n- Express ideas and make meaning using a range of media\n- Explore resources, tools and information communication technologies to represent ideas and their thinking\nLearning activities include:Indoors:\nLanguage activities, stories, games and maths fun. Exploring the areas of painting, creating with waste materials, blocks, puzzles, drama play, computers and iPads, playdough, nature and science, social skills, songs, music and movement.\nMovement activities including running, climbing, riding, building, jumping, balancing, digging and experimenting. The children gain control over large and small muscles, while cooperating with others. They will develop their understanding of facts about the world around them and use their imagination and creative ability. Whilst developing these skills they will also learn to respect the rights of others, share, invite themselves into play and vocalise feelings."

"Our personal, social and health education (PSHE) co-ordinators are Mr Malies and Mr Tatlow.\nView our long-term PSHE plan here.\nAt Acacias, we believe that children and young people’s personal, social, moral, cultural, spiritual and emotional development can be encouraged by a supportive school ethos. We want to ensure that:\n- All children and young people are valued and encouraged.\n- There is a safe and secure school environment that is conducive to learning.\n- The personal development of all of our children and young people is promoted.\n- We develop children and young people’s understanding of health and safety issues.\n- We develop children and young people’s ability to form positive and respectful communication and relationships with their friends, classmates and teachers.\n- We promote British Values across our curriculum.\nWe will promote PSHE throughout the life of the school including the taught curriculum. PSHE will be delivered through a wide range of approaches:\n- Discrete PSHE curriculum lesson time, including circle time.\n- Teaching PSHE in and through other curriculum areas e.g. RE, PE, Humanities, Science and English.\n- As a Rights Respecting School, we will embed the articles from the Convention of the Rights of the Child across the PSHE curriculum.\n- Cross-curricular activities and school events e.g. weekly assemblies; celebration assemblies; whole school themes, e.g. Healthy Lunch Challenge, Anti-Bullying Week.\n- Peer led initiatives e.g. PALs scheme, anti-bullying councillors.\n- School Councils and other decision making forums that involve children and young people.\n- Extra-curricular activities such as lunchtimes and after school clubs\n- External visitors, e.g. Fire Service, Smoking Awareness, the Road Safety Team.\n- Out of school visits and residentials, e.g. Ghyll Head.\n- Manchester Healthy Schools areas for development.\n- SEAL (Social and Emotional aspects of learning) assemblies and lesson.\n- Use of the Growing and Changing Together Resource (see below).\nGrowing and Changing\nGrowing and Changing Together is a set of six lessons compiled by the Manchester Healthy Schools Programme. This resource allows primary schools to meet the minimum standard for SRE. The six week programme will be delivered in the Spring or Summer term. Each year group follows the same set of themes:\nLesson 1: Personal Identity, Self Esteem and Confidence.\nLesson 2: Friendship and Relationships.\nLesson 3: Growing up.\nLesson 4: Body Changes.\nLesson 5: Hygiene.\nLesson 6: Personal Safety.\nThe content of each lesson will vary depending on the year group, though all lessons deal with the above issues in an age appropriate and sensitive manner. All lessons are of equal length and importance.\nThe focus for each year group is as follows:\nYear 1 - Respect for self and others\nYear 2 - Empathy and social skills\nYear 3 - A focus on feelings\nYear 4 - Changes on the outside of the body\nYear 5 - Changes on the inside of the body\nYear 6 - Emotional changes\nThe lesson content in more detail can be found below\nThe resources used in teaching can be found below\nNote: The currciulum DOES NOT cover sex or conception.\nIf you wish to remove your child from any of the six lessons, then you must make this request in writing to the head teacher. However, we strongly recommend that before making this decision you discuss your reasons why with Mr Malies (PSHE Co-ordinator). We feel that it would be far more beneficial for your child to hear the Growing and Changing Together information in a safe environment rather than from playground rumours or another possibly inaccurate source, such as the Internet."

"Statement of Purpose\nCore values drive our culture and are the foundations of our practice. We measure each decision against these standards.\nValues = Culture\nR.I.S.E stands for:\nThe ability to be polite and understand that every individual deserves to be kept safe and listened to.\nThe ability to withstand difficult situations, and produce positive outcomes.\nThe characteristic of resilience and pursuing challenges without fearing failure.\nOur overall aims include:\n• Keeping students safe and secure\n• Students having fun while developing their cultural understanding\n• Students learning and supporting/inspiring others\n• Students preparing for next steps\nHoward House School is located on the outskirts of Bedlington, Northumberland. The school setting is very nurturing, with its picturesque view and students are encouraged to exploit this and walk the peaceful grounds. Howard House is an alternative provision for students with special educational needs; all of our students have SEND, with only one student not having an EHCP. Currently, we have 19 students on roll, with class sizes of no more than 4.\nThere is a 2:1 staff to student ratio, meaning all of our students receive 1:1 most of the time. For our most vulnerable students, we have the facilities to educate them outside of the usual classroom environment. The aim is to support such students with 1:1 teaching and learning because the usual classroom environment can be too difficult for them to manage at times. We always aim to transition students back into the usual classroom environment, but only when we believe they are truly ready.\nWe have created a broad and ambitious curriculum, with a range of different qualifications offered to students, to provide different pathways to suit special educational needs. Many of our students join Howard House School with significant gaps in their learning, therefore it is important that we inspire and encourage students to reach their full potential; and provide different qualifications to help them do so. Our curriculum entails the core subjects of English, Maths and Science; as well as Humanities (Religious Education, Geography and History) and Personal Development. Our extra-curricular subjects include Art, Woodwork, Music, Spanish, Duke of Edinburgh and Sport Science. We provide Entry Level One and Two, Functional Skills, in-house awards; and GCSE. The purpose of our school is revealed by the curriculum we provide; we have high aspirations for our students and work to close the limits of opportunity that exist in society. Whilst we offer personalised pathways for our learners at each Key Stage, all students have equal access to a broad and diverse curriculum.\nA further intention is to provide students with opportunities to always be learning, academically and about the world around them. We help students to comprehend that while knowledge is powerful, it is also contested and evolving. We encourage our learners to see themselves as enquiring learners who help to build their own sense of their place within their educational world.\nEvery teacher is a teacher of English, which is something we truly believe at Howard House School. Every member of staff is dedicated to raising the levels of eloquent, accurate and confident communication of every student. All subjects encourage reading, writing and speaking and listening opportunities.\nOfSTED Inspection – March 2019\nEach subject discipline has its own curriculum planning, which follows the same format for short-term and long-term planning. There are high expectations of subject knowledge from teachers, as well as up-to-date, quality assured planning, which makes learning effective for our students.\nAll teachers are observed at least once per half-term, with a work scrutiny of students’ workbooks and planning files taking place. All planning promotes a cyclical and sequential structure, with a focus on helping to improve the working memory of our students. The National Curriculum has been used to guide and inspire all subject planning.\nOperating as a collective staff body supports our focus on managing and minimising staff workload. Sequencing of content, with ‘cross-curricular’ links being identified in long-term planning, enables knowledge acquisition to be extremely effective and sophisticated, as well as increasing students’ ability to synthesise and create more innovative connections with their learning.\nAll teachers use a tracker for all taught classes, with links to the learning objectives students are expected to meet on a weekly basis. The tracker is RAG rated, which is dated. This is useful to monitor progress over time. The tracker is also beneficial in highlighting missed learning and gaps in key skills and content, which can then be addressed in lessons or in intervention time. All students receive two hours of intervention per week.\nTeachers have the opportunity for regular CPD and are encouraged to find CPD which they think would be beneficial to their practice. All of our teachers are encouraged to be living readers and researchers into their own subject discipline. At least once per year, an appraisal target for all staff members is to read a book, which will improve their pedagogy and provide a CPD session to staff based on what they have learned. All teachers receive CPD from an external subject specialist in their discipline, who meets with them at least once per half-term.\nAssessment at Howard House School is wide ranging. When a student first joins, they are baseline assessed using an initial and diagnostic assessment in both English and Maths and through an Online Literacy Assessment, which produces a reading and spelling age. Each term, both assessments will be re-taken and tracked, which shows progression over time.\nTrust underpins the strong relationships that exist between staff and pupils. The good social skills modelled by staff permeate throughout the school. This helps pupils build their self-esteem and interact positively with others.\nOfSTED Inspection – March 2019\nOur main impact is providing a safe and inclusive learning environment for all of our learners, whereby their special educational needs are successfully met. It is important our students access a broad curriculum and leave school with the skills and qualifications required for future career aspirations and adulthood. Students leave Howard House School with improved reading, writing, speaking and listening skills, which allows them to function in wider society. We strongly encourage our students to continue with further education and give them the tools to research and access this.\nOur students not only leave with a range of qualifications, but with instilled British Values and a positive ethos, which will allow them to be well respected citizens. Students will feel fully prepared to successfully transition into adulthood; there is a huge focus on preparing students for adulthood from Year 7. At Howard House School, we take all the necessary measures to ensure we have 0% NEETS.\nWe use forms of planning which is consistent and enables the core business of our school – teaching and learning, to be effective. Assessment is frequent and rigorous. All staff are told they are Leaders and to inspire not just students, but other staff members. SLT at all levels follow a robust monitoring schedule, including lesson observations, learning walks, work scrutiny, student surveys and curriculum review, so they can evaluate and review the provision and make necessary amendments and improvements to ensure all students’ needs are being met."

"Statement of Purpose\nCore values drive our culture and are the foundations of our practice. We measure each decision against these standards.\nValues = Culture\nR.I.S.E stands for:\nThe ability to be polite and understand that every individual deserves to be kept safe and listened to.\nThe ability to withstand difficult situations, and produce positive outcomes.\nThe characteristic of resilience and pursuing challenges without fearing failure.\nOur overall aims include:\n• Keeping students safe and secure\n• Students having fun while developing their cultural understanding\n• Students learning and supporting/inspiring others\n• Students preparing for next steps\nHoward House School is located on the outskirts of Bedlington, Northumberland. The school setting is very nurturing, with its picturesque view and students are encouraged to exploit this and walk the peaceful grounds. Howard House is an alternative provision for students with special educational needs; all of our students have SEND, with only one student not having an EHCP. Currently, we have 19 students on roll, with class sizes of no more than 4.\nThere is a 2:1 staff to student ratio, meaning all of our students receive 1:1 most of the time. For our most vulnerable students, we have the facilities to educate them outside of the usual classroom environment. The aim is to support such students with 1:1 teaching and learning because the usual classroom environment can be too difficult for them to manage at times. We always aim to transition students back into the usual classroom environment, but only when we believe they are truly ready.\nWe have created a broad and ambitious curriculum, with a range of different qualifications offered to students, to provide different pathways to suit special educational needs. Many of our students join Howard House School with significant gaps in their learning, therefore it is important that we inspire and encourage students to reach their full potential; and provide different qualifications to help them do so. Our curriculum entails the core subjects of English, Maths and Science; as well as Humanities (Religious Education, Geography and History) and Personal Development. Our extra-curricular subjects include Art, Woodwork, Music, Spanish, Duke of Edinburgh and Sport Science. We provide Entry Level One and Two, Functional Skills, in-house awards; and GCSE. The purpose of our school is revealed by the curriculum we provide; we have high aspirations for our students and work to close the limits of opportunity that exist in society. Whilst we offer personalised pathways for our learners at each Key Stage, all students have equal access to a broad and diverse curriculum.\nA further intention is to provide students with opportunities to always be learning, academically and about the world around them. We help students to comprehend that while knowledge is powerful, it is also contested and evolving. We encourage our learners to see themselves as enquiring learners who help to build their own sense of their place within their educational world.\nEvery teacher is a teacher of English, which is something we truly believe at Howard House School. Every member of staff is dedicated to raising the levels of eloquent, accurate and confident communication of every student. All subjects encourage reading, writing and speaking and listening opportunities.\nOfSTED Inspection – March 2019\nEach subject discipline has its own curriculum planning, which follows the same format for short-term and long-term planning. There are high expectations of subject knowledge from teachers, as well as up-to-date, quality assured planning, which makes learning effective for our students.\nAll teachers are observed at least once per half-term, with a work scrutiny of students’ workbooks and planning files taking place. All planning promotes a cyclical and sequential structure, with a focus on helping to improve the working memory of our students. The National Curriculum has been used to guide and inspire all subject planning.\nOperating as a collective staff body supports our focus on managing and minimising staff workload. Sequencing of content, with ‘cross-curricular’ links being identified in long-term planning, enables knowledge acquisition to be extremely effective and sophisticated, as well as increasing students’ ability to synthesise and create more innovative connections with their learning.\nAll teachers use a tracker for all taught classes, with links to the learning objectives students are expected to meet on a weekly basis. The tracker is RAG rated, which is dated. This is useful to monitor progress over time. The tracker is also beneficial in highlighting missed learning and gaps in key skills and content, which can then be addressed in lessons or in intervention time. All students receive two hours of intervention per week.\nTeachers have the opportunity for regular CPD and are encouraged to find CPD which they think would be beneficial to their practice. All of our teachers are encouraged to be living readers and researchers into their own subject discipline. At least once per year, an appraisal target for all staff members is to read a book, which will improve their pedagogy and provide a CPD session to staff based on what they have learned. All teachers receive CPD from an external subject specialist in their discipline, who meets with them at least once per half-term.\nAssessment at Howard House School is wide ranging. When a student first joins, they are baseline assessed using an initial and diagnostic assessment in both English and Maths and through an Online Literacy Assessment, which produces a reading and spelling age. Each term, both assessments will be re-taken and tracked, which shows progression over time.\nTrust underpins the strong relationships that exist between staff and pupils. The good social skills modelled by staff permeate throughout the school. This helps pupils build their self-esteem and interact positively with others.\nOfSTED Inspection – March 2019\nOur main impact is providing a safe and inclusive learning environment for all of our learners, whereby their special educational needs are successfully met. It is important our students access a broad curriculum and leave school with the skills and qualifications required for future career aspirations and adulthood. Students leave Howard House School with improved reading, writing, speaking and listening skills, which allows them to function in wider society. We strongly encourage our students to continue with further education and give them the tools to research and access this.\nOur students not only leave with a range of qualifications, but with instilled British Values and a positive ethos, which will allow them to be well respected citizens. Students will feel fully prepared to successfully transition into adulthood; there is a huge focus on preparing students for adulthood from Year 7. At Howard House School, we take all the necessary measures to ensure we have 0% NEETS.\nWe use forms of planning which is consistent and enables the core business of our school – teaching and learning, to be effective. Assessment is frequent and rigorous. All staff are told they are Leaders and to inspire not just students, but other staff members. SLT at all levels follow a robust monitoring schedule, including lesson observations, learning walks, work scrutiny, student surveys and curriculum review, so they can evaluate and review the provision and make necessary amendments and improvements to ensure all students’ needs are being met."

"When searching for childcare it is easy to focus on the basic aspects of a centre, such as the cleanliness, the location, the reputation, and the ratio of staff to children. While all these things are important and essential, they are not the only markers of a great childcare program. As outlined by Spreewenberg (see source at bottom) the following items are also things to consider when examining the successfulness of a early childhood education centre.\n- What this comes down to is giving children a variety of learning opportunities. A word like curriculum may suggest a great deal of structure and academically focussed learning outcomes that are highly regiments, like a school. However curriculum can take many forms. In the Reggio Emilia Approach curriculum is much more loose as it follows children’s interests and provides an environment rich with opportunities to direct their own learning.\n- Good curriculum provides education through a number of mediums: art, physical activity, music, math, science, natural studies and more.\nEstablished Rules and Policies\n- This just means that what staff, children and parents can expect from the centre is clearly established and made available to all parties.\n- Policies are written, practiced and put in place so that the appropriate response is automatic and clear in any situation\n- Staff who love what they do, are engaged with the curriculum, care for their students are highly qualified are important to creating a welcoming daycare environment.\n- Additionally, staff should have supplementary coursework and certifications and all should have basic first aid.\nAttention to Health and Safety\n- The facility being clean is a must\n- Safety in all regards is important. This means being aware of the surrounding grounds and removing any hazards, having working smoke dectectors and having policies in place for any kind of emergency situation\n- A successful childcare center establishes clear lines of communication between staff/administration and parents.\n- They invite parents to participate in events and notify them of daily ongoings when appropriate.\nWe hope that those who have experienced our center believe that Parkland Players embodies these qualities as we strive to make our center the best it can be.\nSource: https://www.himama.com/what-makes-a-successful-child-care-program September 22, 2015. Author: Ron Spreeuwenberg"

"Behaviour and Achievement\nIN THIS SECTION\nWollaston School believes in establishing and maintaining a positive learning culture, where everyone has the right to feel safe, enjoy their learning, achieve to the best of their ability and be treated with respect.\nEveryone has a responsibility for their own behaviour, to safeguard the rights of other people and to treat others with respect, dignity and consideration. Our behaviour principles underpins the rights and responsibilities which are at the core of our beliefs.\nTeachers are expected to demonstrate consistently high standards of personal and professional conduct. This means that we aim to treat students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position. We have regard for the need to safeguard students’ well-being and show tolerance of and respect for the rights of others, preserving fundamental values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.\nWithin the school, pastoral teams have direct responsibility for managing the behaviour of students and ensuring the smooth running of the school is maintained. These include teachers and support staff, learning support assistants, student managers and Heads of Year. These teams are supported by the school’s leadership team.\nWe have high expectations of students. To ensure that high standards of behaviour are maintained consistently throughout the school, the school expects all students, with parental support, to abide by the Behaviour policy. This comprises four key aspects:\nAs a school we believe strongly in the role of rewards in promoting and rewarding positive behaviour. Members of staff are encouraged to recognise and reward positive behaviour which supports our ‘Climate for Learning’. Through positive feedback and support, it is our overall aim to encourage students to develop positive images of themselves and nurture a self-confidence that will allow students to feel responsible and committed towards their own learning, both in and out of the classroom. The right sort of praise and support at an early stage can often avoid potential problems.\nThe following are examples of areas worthy of recognition by staff and are recognised in a number of different ways:\n- Consistently good and improved standards of work\n- Completion of homework\n- Effort in class\n- Improved average effort grade\n- Outstanding effort or achievement in extra-curricular activities\n- Supporting aspects of school life - e.g. parents’ evening, concerts\n- Service to the school or local community\n- Supporting the work of others in your subject\n- Contributing to form/year activities e.g. inter-form competitions\nAt the end of Year 11 and Year 13, students are invited to return to school for formal GCSE and A Level Awards Presentation Evenings."

"Quality Schools, Where Character Counts\nThe many character education programs and activities in Rainbow Schools complement the Board’s Discipline Policy, which promotes responsibility, respect, civility and academic excellence in a safe learning and teaching environment.\nBy nurturing a strong partnership between the school, the home and the community, Rainbow Schools ensure that students receive an education that includes personal, social and citizenship development.\nRespect, responsibility, honesty, integrity, fairness, inclusiveness, teamwork, trust, initiative, perseverance, determination, optimism and compassion. These are some of the individual qualities being nurtured in students both inside and outside of the classroom.\nCharacter education not only encourages students to become positive and productive members in a global society, it also instills in them skills that are essential for learning and for life.\nIn Rainbow Schools, the school staff will display and communicate the school’s expectations, teach the rules and procedures of the school, teach any behavioural and social skills necessary for school success, and provide leadership and other learning opportunities to all students.\nStaff will also encourage and reinforce appropriate student behaviour, provide students with feedback and evaluation regarding their behaviour, undertake to be good role models, provide structure and supervision required for the prevention of misbehaviour, and partner with parents/guardians to build student success.\nSchool personnel use many strategies aimed at producing appropriate student behaviour.\n- Correct students, redirect them, and review required behaviours\n- Provide tutorials on appropriate student conduct\n- Assign special learning projects designed to improve student knowledge and performance related to school behaviour\n- Provide guidance and counselling\n- Change supervision, structure, procedures and work locations as required\n- Use problem solving and resolution strategies\n- Require students to write plans for future success\n- Arrange mentoring\n- Provide students with time out to regain their self-control and composure\n- Engage students in special programs for anger management, social skills, etc.\n- Use peer counselling and conflict resolution\n- Require restitution and/or community service\n- Have students make up time lost due to unnecessary absence\n- Employ tracking sheets to monitor success\n- Make referrals to other personnel or agencies to increase support for students\n- Communicate with parents to increase teamwork and plan joint resolution of problem behaviours\nFor students, character education is about having a sense of responsibility to complete tasks with reliability, dependability and commitment.\nIt’s about pursuing valuable goals with determination and patience while exhibiting fortitude when confronted with failure.\nIt’s about treating others with kindness, compassion, and generosity.\nIt’s about demonstrating hard work and giving your best regardless of the obstacles.\nIt’s about being law-abiding citizens and making a positive contribution to the school, the community and the world in which we live.\nIt’s about telling the truth and admitting wrongdoing, being trustworthy and acting with integrity.\nIt’s about doing the right thing when faced with tough decisions, following your conscience instead of the crowd.\nIt’s about practising justice, equity and equality, co-operating with one another, recognizing the uniqueness and value of each individual within our diverse society.\nIt’s about showing high regard for authority, treating others as we would want to be treated and understanding that all people have value as human beings.\nIt’s about letting moral values guide choices and putting service to others before self.\nIn Rainbow Schools, character education is a positive and proactive approach to moral development – the very core of a caring school community.\nDeveloping Character in Rainbow Schools\nHonesty, respect, empathy, responsibility, integrity, courtesy, resilience, acceptance, courage and co-operation. These are the character attributes that will be modeled, taught and expected in Rainbow Schools in Sudbury, Espanola and Manitoulin.\nThe ten traits will provide the foundation for ongoing character development at the elementary and secondary level.\nThese character traits are essential in developing and sustaining a safe and caring community. These system traits will be woven into all strands of the curriculum and embedded in the culture of all Rainbow Schools. They will be reflected in our communications with parents and the public as we continue to nurture a strong partnership between home, school and community.\nRoots of Empathy: A lesson in character education\nThe Roots of Empathy character development program will continue in Rainbow elementary schools. Each participating class adopts a baby who visits the classroom, along with his/her parent and a trained Roots of Empathy instructor, once a month for a full school year. Early Childhood Educators are delivering the Roots of Empathy program in Kindergarten classrooms.\nAs the children observe the parent-infant interaction and follow the baby’s development, they learn how infants grow and develop. They also learn empathetic responses to the baby’s temperament, facial cues and feelings. In the process, they learn to be compassionate and caring citizens of the world.\nRoots of Empathy program goals:\n- to foster the development of empathy\n- to develop emotional literacy\n- to reduce levels of bullying, aggression and violence\n- to promote childrens pro-social behaviours\n- to increase knowledge of human development, learning and infant safety\n- to prepare students for responsible citizenship and responsive parenting\nThe Province of Ontario's new bullying prevention strategy will help to prevent bullying and tackle its causes. To visit their website, click here."

"“Single gender classes provide a learning environment where the female voice is not marginalised. The personal attributes of the teachers, most notably their encouragement, care and availability, motivate these female students from single gender schools to excel” (Tully & Jacobs, 2010, www.agsa.org.au).\nThere are many favourable reasons to choose a single-sex school, particularly during early adolescent years as girls grow into young women and start laying the foundations for their entry into the wider world. Developing strong core values that lead to a sense of pride in one’s identity, is something that is integral to the mission of St John Fisher College. As the research suggests, amongst other benefits, single sex education leads to “improved self-esteem” and “psychological and social wellbeing in adolescent girls”(Cribb & Hasse, 2016 cited in\nSocial Wellbeing is an important part of the College’s ethos, and as such, a student-led health and wellbeing program, Fun, Food and Fellowship was recently launched. The program is based on a central hub, an inclusive and welcoming physical space, with ongoing activities and events aimed at creating a sisterhood within the College.\nIn addition to the social benefits, St John Fisher College offers a holistic environment where girls can thrive, devoid of many obvious distractions. Students are strongly encouraged to participate in and compete across all fields, academic, sporting and culture, and the results speak for themselves. Extensive research has been done surrounding academic results of single sex educational settings, with findings pointing to a better uptake of science, technology, engineering and mathematics (STEM) in girls’ schools where stereotypes and social pressures don’t exist. The same is true of participation rates in sport, and this is evident at St John Fisher College where girls participate and compete at a high level in sports like AFL that are traditionally male-dominated.\nSt John Fisher College is a proud member of The Alliance of Girls’ School Australasia, a not for profit organisation that advocates and supports girls’ schools and the opportunities that lie within. For more information and access to the latest research on the many advantages of choosing a girls’ school for your daughter, visit"

"Student Code of Conduct\nHolly Area Schools believes when schools and parents work together, children feel a consistent level of support and encouragement, and they are given a uniform message about the value of a quality education. Our student, school, and parent partnerships shall be based on civility, the act of showing mutual respect toward one another.\nPracticing civility and civil discourse allows everyone to share viewpoints and listen to each other. It does not mean we have to agree, but it means we can disagree respectfully.\nIt is through this foundation of respect that Holly Area Schools has developed the following Code of Ethics.\nHolly Area Schools believes\n- all students can reach their highest potential with the support of the entire community;\n- effective communication is essential to building and sustaining positive school-family partnerships;\n- in maintaining an environment that promotes the safety, dignity and growth of all students;\n- in protecting the confidentiality and privacy of all students;and\n- in resolving conflicts, whenever possible, privately, and respectfully in accordance with district policy.\nHolly Area Schools expects all students, parents and staff\n- to work together to promote a positive learning environment that supports continued growth and achievement for all students;\n- to respect the dignity, worth, and uniqueness of each individual;\n- to exhibit civil discourse, whether face to face, via phone, email, or social media, that supports the best interest of the school community;\n- to support all students’ educational, academic, personal, and social needs;\n- to respect all students’ values, beliefs, and cultural background(s);\n- to challenge the limits of their academic, athletic, and social potential; and\n- to use their knowledge and skills to develop the capacity of others.\nIn order to support the beliefs and expectations of Holly Area Schools, our staff and leadership will utilize the Restorative Practices approach to developing and supporting civil and respectful relationships throughout our school community.\nSchool-based Restorative Practices is an approach which engages the school community in positive interventions and behavioral supports. Restorative practices promote a culture of civility by nurturing safety, inclusion, respect, and positive relationships. The use of restorative practices strengthens relationships between individuals as well as social connections within the community enhancing the school’s learning environment. Restorative Practices can be used to address misconduct, student conflict and repair harm. Restorative practices may result in a reduction of disciplinary action.\nCommunicating with School Leaders\nAs situations arise when students and parents may have questions or concerns with the educational process, it is important that open communication exists. Many questions can be easily answered by the educator directly involved in the class or program before it becomes necessary to move on to the next level. One of the easiest ways to communicate is via email, or a phone call. As a way to help parents effectively ask questions or communicate a concern, a “chain of command” process has been developed. Holly Area Schools leadership will follow the communication process below, and asks families to use this process as a reference when beginning their communications. You may also print a copy of this process and the contact information from our webpage Chain of Command.\nFor a complete listing of staff, please visit our Staff Directory webpage. We look forward to continuing to develop positive partnerships with all Holly Area Schools parents.\nSocial Media Guidelines\nHolly Area Schools utilizes social media (Facebook, Twitter, and other networking sites) to connect with our school families and the community for the purpose of sharing information rapidly. Our posts are intended to provide information about what’s going on across the district. This information will often include various announcements, postings about upcoming events, promotion of clubs, teams, programs, academics, and celebrations of success. Specific questions or concerns will not be addressed on the district’s social media sites, but rather through our “chain of command” process referenced on our district website and in our student/parent handbooks. Students, parents, staff, and community members are expected to use social media in a responsible manner that reflects the highest standards of honesty, respect, and consideration of others. Under no circumstances will offensive or negative comments about students, staff, community, or the district be tolerated. Posts and comments should build and support a positive school community. Misuse of the District’s social media sites could be regarded as a violation of these guidelines and may result in restrictions and disciplinary action in accordance with district and state policies."

"Students and staff get to and from school every day by walking, cycling, mobility devices, and many other forms of human-powered transportation. Research shows that those who use active and sustainable modes of transportation experience benefits to mental and physical health and well-being, are better prepared to learn and work and are more connected to their communities. At the TDSB we support and promote safe, active, and sustainable transportation and our charter reflects the principles of Ontario’s Foundation for a Healthy School.\nCharter for Active, Safe and Sustainable Transportation\nThe TDSB will:\n- invest resources to support active, safe and sustainable transportation to and from school, including efforts made within the school itself;\n- identify and remove barriers to getting to and from school actively by partnering with stakeholders to work as a coordinated team;\n- connect students' active transportation to and from school to their learning in health, environmental, technological, and physical education, and other curriculum areas;\n- collaborate with internal and external partners to facilitate the implementation of school travel plans and road safety education along with other measures to expand on existing programs within schools and;\n- increase students' overall physical activity and mental health through positive interactions with peers, parents, and staff."

"Clontarf Aboriginal College\nHealth and Physical Education\nThe Health and Physical Education learning area focuses on a holistic concept of health. It recognises the physical, mental, emotional, social and spiritual dimensions of the health of the individual. It examines the impact of interactions between the individual, the family, the wider community and the environment on the health of populations. Students plan, act and reflect in order to develop the essential knowledge and understandings, attitudes, values and skills which promote health practices, encourage participation in regular, physical activity and support the maintenance of a healthy lifestyle.\nThese are conceptualised and taught through an integrated approach to ensure that students achieve a healthy, active lifestyle, including a sense of well-being.\nThere are five Health and Physical Education Learning Outcomes\n1. Knowledge and Understanding\nStudents know and understand health and physical activity concepts that enable informed decisions for a healthy active lifestyle.\n2. ATTITUDES AND VALUES\nStudents exhibit attitudes and values that promote personal, family and community health, and participation in physical activity.\n3. SKILLS FOR PHYSICAL ACTIVITY\nStudents demonstrate the movement skills and strategies for confident participation in physical activity\n4. SELFMANAGEMENT SKILLS\nStudents demonstrate self-management skills which enable them to make informed decisions for healthy, active lifestyles.\nStudents demonstrate the inter-personal skills necessary for effective relationships and healthy, active lifestyles.\nCertificate II in Sport and Recreation\nThe Certificate II completed in this course, results in the achievement of FOUR Authority developed VET industry specific course units. Completion of TWO Workplace Learning course units or unit equivalents is compulsory to meet program requirements. These can be workplace learning course units or a workplace learning endorsed program including the PWSSR Work Skills for the Sport and Recreation Industry personal development program.\nStudents must complete a total of ELEVEN units of competency. There are FIVE core units of competency and SIX electives. Core units of competency cannot be substituted.\nElective units may be selected from the elective units listed in this qualification or within the SIS10 Training Package, and must be first packaged at AQF level 2 or 3. Up to two of these elective units may be selected from any current accredited course or other training package, and must be first packaged at AQF level.\nRob Thomson, (Head of Health & Physical Education).\n© 2017 Clontarf Aboriginal College\nWebsite Design & Maintenance\nby Chameleon Logic"

"St. Anne (Stanley) C of E Primary School is committed to serving its community and surrounding areas. We recognise the multicultural, multi-faith nature of the United Kingdom and understand the crucial role our school plays in promoting these values. We are a school for all.\nThis statement outlines the key British values we actively promote. It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. We are dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British Values to all its students.\nThe five key British Values are:\n- The Rule of Law\n- Individual Liberty\n- Mutual Respect\n- Tolerance of those of different faiths and beliefs\nAt St. Anne (Stanley) our ethos and values are based on Christian values, all of which are linked to those listed above. We value the backgrounds of all our pupils and families and we undertake a variety of events and lessons to celebrate these. We have found this approach to be enriching for everyone as it teaches tolerance and respect for the differences in our community and the wider world.\nChildren are involved in democratic processes e.g. voting for school councillors. The school councillors are led by a member of staff who adhere to democratic processes. We have links to the local PCSOs who come into school to educate the children about upholding British law and the prosecution service. Through teaching in PSHE and the creative curriculum children are taught about freedom of speech and the how individual’s voice can make a positive difference to the lives of others.\nThe Rule of Law\nThe importance of laws, whether they are those that govern the class, the school or the country, are reinforced during the school day, as well as when dealing with behaviour and through school assemblies. Specific assemblies are delivered with a focus on the law e.g. Safety Awareness and E-safety Awareness. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. We have links with the local police through the PCSO.\nWithin school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms as well teaching them that how they act can impact positively and negatively on others. They are advised how to exercise these freedoms safely, for example through our E-Safety and PSHE lessons. Whether it is through choice of challenge, how they record work or participate in our extra-curricular clubs and opportunities, pupils are given the freedom to make choices.\nRespect for each other, for our school and to others in our community is an integral part of our school ethos and Behaviour Policy. Pupils see staff model this by treating each other with respect and courtesy and we promote this in the way our children interact with each other in their classes and during social times. Mutual respect and fair play is also discussed within sports based activities. We teach children about the unfairness of discrimination based on someone’s faith, culture or beliefs.\nTolerance of those of different faiths and beliefs\nOur R.E curriculum provides a broad and balanced education on a range of faiths, religions and cultures. We encourage pupils to understand our culturally diverse society Opportunities to share and discuss this message occur through assemblies and discussions involving prejudices and prejudice-based bullying have been promoted through RE and PSHE, ‘Anti-Bullying’ and other themed weeks, as well as taking opportunities to tackle this during every day school life. Children listen to faith stories from other religions and have opportunities to discuss these. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school."

"Who we are:\nDermot Morris (Deputy –Principal)\nMaeve Mc Dermott (Teacher)\nSpecial Needs Co-ordinator\nLinda Dyland (Teacher)\nGary Levin (Teacher)\nBehaviour for Learning\nMairead Fitzsimons (Teacher)\nHome School Liaison Teacher\nInclusive Education in O’Connell Secondary School\nSupporting all learning needs\nSpecial Educational Needs at O’Connell Secondary school\nO’Connell Secondary School strives to provide an educational environment which is inclusive for all students and caters for all diverse learning needs without prejudice. Central to this is the creation of a sense of belonging for all students, while at the same time celebrating their individuality and difference.\nWe regard this as a process which is on- going and progressive. We aim to adopt a whole-school approach and show willingness to structure and restructure programmes, resources and our environment in order to insure inclusion and an effective learning environment so that each student can achieve their potential.\nYearly Provision of Special Educational Needs\nTransfer from Primary School\nGathering information and relevant reports from primary schools in order to provide for the special educational needs of all students.\nApplications for Resources and Special Needs Assistants (SNA)\nApplications will be made for existing and new resource allocations and SNA support.\nCarrying out standardised reading, spelling, maths and IQ tests for the purpose of identifying any areas of difficulty and programming interventions. Assessments also indicate the strengths and learning styles of all students, which are adopted by teachers when planning their subjects.\nPlanning and timetabling individual programmes in order to support students learning and social development.\nMaking applications for Junior and Leaving Cert reasonable accommodations i.e. readers, scribes and special centres etc.\nPassing on Information\nInforming subject teachers of student needs while ensuring confidentiality.\nSupporting both academic and pastoral needs, while also communicating with outside agencies and services to maintain the well-being and happiness of all of our students.\nEducational Psychological Assessment\nOrganising educational and other psychological assessments for students in need and for the application of resources for that student.\nOrganising other types of assessment, for example Speech and Language etc\nLiaison with Outside Agencies\nConnecting with any outside agencies that a student may be attending and co-ordinating programmes to meet that student’s particular needs."

"Teacher, student and parent expectations all play a role in ensuring optimum outcomes for students. Managing community expectations requires strong leadership and open communication channels.\n- actively model change and lead professional learning for staff as per the School Leadership Strategy\n- engage community for the purpose of enhancing School Excellence\n- consistently communicate research findings related to a culture of high expectations\n- develop processes and protocols to encourage and foster trusting and respectful relationships and conversations with the broader community\n- display genuine interest in students and parents and remain non-judgemental\n- support teachers to recognise and celebrate diversity in the community\n- challenge the beliefs and assumptions of leaders, teachers and parents\n- promote a positive self-identity for students and their families\n- embrace leadership within the community\n- establish policies and practices which emphasise the importance of parents and community members engaging in decision making.\nWhat they said\n\"One of the hardest things was to break the chain of deficit conversations about families and children.\" Principal, Wiripaang Public School\n\"Students are starting to realise that they can make something of themselves. They have the power and they know what tools they will need to achieve their goal. They have aspirations.\" Teacher, Wiripaang Public School\n\"School leadership teams should maintain high expectations, work hard, be consistent, stay positive, be strategic, be collegial and value people.\" Principal, Woonona High School\n\"Sometimes it’s a measure of people’s attitudes rather than the success of the actual strategy. If you are coming from a place where staff morale is low, and everyone is tired and overwhelmed, then the perception of community involvement is going to be low as well. If staff feel supported and that they are making a difference in classrooms, then you are going to see changes in culture.\" Teacher, Werrington Public School\nHow they did it\nWerrington Public School used the National School Improvement Tool as a baseline for setting expectations for students. The school’s leadership team recognised that student learning and enrolments would be improved if the school community worked together. A culture of high expectations was established through:\n- training for staff and parents\n- an extended transition to school program\n- establishment of an out of school hours centre\n- a playgroup for preschool children.\nCommunity and culture\nBiraban Public School has established strong learning alliances that support the educational outcomes and wellbeing of Aboriginal students. An Aboriginal community member is employed full-time as an Aboriginal education officer.\nThe school committed to lifting expectations for students by examining its strengths and core purpose in collaboration with community groups. The annual ‘yarn up’ consultation with the local Aboriginal community, students and staff contributed to feedback on specific focus areas. Professional learning for staff around Connecting to Country was developed. Workshops on MGoals engaged staff, parents and the broader community.\nThe school welcomes the community to annual events such as local blokes’ day, local ladies’ day and has established partnerships with the local Men’s Shed and the Salvation Army. The school also runs several playgroups for local preschool children."

"At Bedlington Academy students encounter these principles throughout everyday school life. Listed below are some of the examples of how we promote these values in our school community.\nStudent voice is significant to life at Bedlington Academy. Our student elected school council play a strong role in our school. They are elected by their class peers and are involved in making the Academy a better place to learn.\nStudent questionnaires and interviews are also conducted throughout the year. We know that the formation of the school council and the active participation of our students will sow the seeds for a more sophisticated understanding of democracy in the future.\nWherever possible we use opportunities from the real world to educate students about democracy. For example, in the recent general election, and for the Northumberland Youth Parliament elections, we held mock elections in school.\nRULE OF LAW\nOur students will encounter rules and laws throughout their entire lives. We want our students to understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons and must be adhered to.\nThis understanding of the importance of rules will be consistently reinforced through assemblies and our curriculum. Through philosophical enquiry in our RE lessons, we allow opportunities to debate and discuss the reasons for laws so that children can recognise the importance of these for their own protection. Throughout the year we welcome visits from members of the wider community including police, war veterans, the fire brigade and many more. We believe that clear explanations and real-life stories emphasise the importance of the rule of law.\nWe invest a great deal of time in creating a positive culture in school so that children are in a safe environment where choices and freedoms are encouraged. We offer a range of clubs which students have the freedom to choose from, based on their interests. Through our e-safety and personal development curriculum, and through our RE lessons, we educate students about their rights and personal freedoms as well as supporting them in recognising how to exercise these freedoms safely. At the Academy, we believe that valuing choice and freedom in daily school life will foster a value for individual liberty as the children embark upon their adult lives.\nMutual respect is at the core of our school life. Students learn to treat each other and staff with great respect, and these values are explicitly taught. This is evident when walking around the Academy and in the classrooms.\nTOLERANCE OF THOSE WITH DIFFERENT FAITHS AND BELIEFS\nAt the Academy, we offer a culturally rich and diverse curriculum in which all major religions are studied and respected. We strongly believe that tolerance is gained through knowledge and understanding. Through our curriculum and the routines of our daily school life, we strive to demonstrate tolerance and help children to become knowledgable and understanding citizens who can build a better Britain for the future."

"PE and Sports Curriculum\nPhysical Education and school sport at Napier Primary Academy is organised by our outstanding PE Specialist. Sport is an integral part of our school because of the role it plays in developing our children. Our school values are embedded into our PE curriculum and our PE lessons.\nAs a school we have high aspirations for all of our children, we encourage them to dream big and be the best they can be. We expect all of the children to give it their all so they can achieve their full potential and give them the best opportunity to achieve their individual goals.\nWe believe in giving all pupils, irrespective of their academic or physical ability, the opportunity to discover and develop their physical potential through a balanced and developmental programme of activities. We do so in the belief that physical education in a safe, supportive and challenging environment is a vital component in the development of children’s physical and emotional health and well being. This, we believe, includes qualities such as enjoyment, tolerance, co-operation and the development of expertise.\nIn this context, we are committed to achieving maximum participation for all children whilst recognising the need for equal opportunities on the grounds of gender and children’s specific individual needs. Within a caring and supportive environment, we believe in encouraging positive relationships between groups and individuals while providing challenge and stimulation through physical activity.\nWe believe in allowing children to apply skills, knowledge and concepts, to experiment, to be creative and imaginative and to recoginse and celebrate progression and achievement within the physical medium.\nNapier Primary Academy House System\nInter-house sport is an incredibly effective way to generate team morale and promote sport and physical exercise within school. At Napier Primary Academy we value the importance of regular exercise and how sport can develop children physically but also psychologically.\nA greater emphasis has been put on internal house competitions because it gives children the opportunity to play in competitive sport, especially those who do not have access to competitive sport outside of school or to those children lack the confidence to attend a club outside of school.\nThe benefits of internal sports competitions:\n- Increased participation of sport by all children.\n- Introduction to competitive sport in a safe and controlled environment.\n- Exposes children to competition and the opportunity to win and lose. Giving children experiences of winning and losing and developing an ability to deal with both situations.\n- Constantly promoting the importance of being a team player.\n- Developing children into leaders and giving them opportunities to become House Captains.\n- Promotes cross phase collaborative work.\n- Promotes competitions and prepares children for secondary settings.\n- Increases the quality and participation in external sporting competitions.\n- Potentially increasing the participation rates of after school clubs and commitments to external clubs and teams.\nWe aim for our PE lessons to include challenges for all pupils, which involve developing:\n• A feeling improvement\n• A sense of accomplishment/achievement\n• Learning something new and wanting to learn more both physically and cognitively.\n• Physical well being.\n• A feeling of independence.\n• Wanting to perform well and with imagination and flair.\nWe see the above as important to developing and maintaining high standards of P.E. in our school, and through the P.E. lessons, challenges for all pupils will adhere to achieve.\nPE lessons will also incorporate the houses into the lessons by having the children bibbed in their colours throughout all lessons, this does not mean that children will only be restricted to working with the children in their houses. Activities within lessons will allow children to work collaboratively with all of the houses but there will be opportunities for children to score points for their house.\nHow to score house points in lessons:\n- Excellent responses and answers during group discussions.\n- Demonstrating good sportsmanship.\n- Helping other around them.\n- Demonstrating maximal effort all of the time.\n- Engaging with all activities with full enthusiasm.\n- Demonstrating perseverance when they do not succeed at first.\n- Challenging themselves and extending other children’s’ learning around them.\n- Winning competitions and activities within lessons."

"At South Halls Head Primary School\nOur aim is to work closely with our community to provide an outstanding educational experience for students.\nThe main function of an effective school is teaching and learning. Students strive to succeed. Students are encouraged to take risks, to accept challenge and to learn from mistakes. School staff support students by providing an orderly, safe and encouraging environment. They put social and emotional support structures in place to ensure all students are confident and happy.\nThe school culture is based around the concept of a ‘Village’. It is defined by the following characteristics\n- All students, parents and staff know each other well.\n- Each person shows genuine concern for the care and welfare of others.\n- We care for our school and our physical environment.\n- We care for members of the wider community eg the elderly.\n- We participate in community-building activities eg Clean Up Australia.\n- Teachers and parents model good behaviour and good citizenship eg Code of Conduct.\nWe Believe Children Learn Best When –\n- There is a partnership between the school and the home.\n- Individual needs and differences are recognised and supported.\n- Teaching practices encourage students to take responsibility for their own learning.\n- A strong literacy and numeracy base is established for each child.\n- They are happy, well nourished, rested and physically fit.\n- Positive values are implicit in the school environment.\nEvery child is special. Parents, teachers and the community\nwork together to raise a healthy, happy and successful learner.\n- Respect teachers, other adults and one another.\n- Have pride in their achievements and the achievements of others.\n- Accept challenge.\n- Are resilient, confident and independent.\n- Are eager to learn.\n- Show leadership skills (Years 5-6).\n- Care for others and the environment.\n- Have high expectations of students.\n- Make students aware of what is expected of them.\n- Plan and implement meaningful learning experiences.\n- Provide ongoing feedback to students and parents.\n- Systematically evaluate and assess and use this information to plan for improvement.\n- Give encouragement and praise.\n- Build positive, personal relationships with students.\n- Articulate clear boundaries for student behaviour.\n- Are passionate about teaching and learning.\n- Form a partnership with the teacher and the school for the benefit of their child.\n- Support the school’s culture and beliefs.\n- Encourage students to become life-long learners.\n- Maintain open communication with teachers and the school.\n- Respect teachers’ professional judgement.\nThe School –\n- Provides an appropriate educational program for every child.\n- Provides a range of extra curricula options to cater for individual talents and interests.\n- Helps students to develop resilience and strategies to deal with social and emotional difficulties."

"Health and Physical Education are compulsory for students at Wantirna College from Years 7-10.\nStudies in Physical Education offers students a practical curriculum that is contemporary, relevant, challenging, enjoyable and gets children physically active. The implementation of a broad and balanced program is designed to develop students’ knowledge, skills and attitudes in relation to physical activity. Through the promotion of active lifelong learning in physical activity, participation and enhanced performance, students develop proficiency in the acquisition of movement skills, 21st century skills, as well as concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities.\nStudies in Health has a strong focus on supporting students to develop the knowledge, understanding and skills they require to make healthy, safe and active choices that will enhance their own and others’ health and wellbeing. This includes Nutrition, Respectful Relationships, Body Image, Positive Psychology, Mental Health and Harm Minimisation. Students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The curriculum helps students to be resilient, and to make decisions and take actions to promote their health and safety.\nAfter exposure to the range of opportunities from Year 7 and 8 students are able to make informed choices about the type of elective they will choose in Year 9 and 10.\nStudents may choose from the following:\n|Year 9||Year 10|\n|Court Team Sports – Boys||Major Team Games – Boys|\n|Court Team Sports – Girls||Major Team Games – Girls|\n|Field Team Sports – Boys||Personal Training|\n|Field Team Sports – Girls||Peer Support|\n|Lifestyle Fitness for Boys||Sports Excellence Program|\n|Lifestyle Fitness for Girls||Sports Science|\n|Racquet Sports||Your Health|"

"Students learn to take a critical approach to questioning physical activity and health practices and to use inquiry skills to research factors that influence the health, safety, wellbeing, and physical activity patterns of themselves, individuals, groups and communities. As students grow and mature, they learn to access, analyse and apply a variety of resources for the benefit of themselves and the communities to which they belong.\nIntegral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities in various contexts and settings. Students learn about how the body moves; how to approach and resolve challenges; how to optimise movement performance; and the benefits of physical activity to themselves, others and communities. Through movement in a variety of contexts and settings, students acquire, practise, manage and refine personal, interpersonal, social and cognitive skills.\nThrough Health and Physical Education, students learn how to enhance their health, safety and wellbeing and to contribute to building healthy, safe and active communities. It provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own and others’ health and wellbeing.\nHouse Carnivals and Interschool Sport\nIn Health and Physical Education, we provide students with excellent opportunities to participate in House Carnivals, and represent the College in interschool sport. These opportunities help develop students interpersonal and self-management skills, whilst building on a positive school culture.\nYear 7-10 Lightning Carnivals\n- Beach Volleyball\n- SSWA Champion Schools Basketball (Year Boys and Girls)\n- SSWA Swimming Carnival\n- SSWA Champion Schools Netball (Senior Girls)\n- Freo Dockers Cup AFL Lightning Carnival (Year 7-9 Girls)\n- WAFC AFL Eagles Schoolboys Cup (Year 8-9 Boys)\n- SSWA Champion Schools Cross Country\n- SSWA Champion Schools Soccer (Year 9-10 Boys)\n- SSWA Champion Schools Touch Football (Year 10-12 Boys and Girls)\n- School Sport WA Track and Field Carnival"

"The Stanford Center on Adolescence supports several initiatives for positive youth development in the schools and the everyday lives of adolescents. Positive youth development is a framework for conceiving of youth as individuals with distinct hopes, concerns, and experiences; moral agents with initiative and purpose; and resources for the communities in which they live. Our current efforts focus on fostering purpose in schools and understanding thriving in young people.\nQISA is an independent, non-profit organization dedicated to promoting and implementing the conditions that foster student aspirations in schools and learning communities. QISA stood out among programs the Center reviewed for its potential to examine \"best practices\" in the promotion of youth purpose. QISA's definition of aspirations is in close alignment with the Center on Adolescence definition of purpose. Aspirations involve \"the ability to dream and set goals for the future while being inspired in the present to reach those goals.\"\nOver the course of two years, QISA and the Center will focus on three schools per year where QISA has established relationships. During the school year 2007-2008, QISA will provide access to three of its school sites: one in Philipsburg, Montana, one in Laconia, New Hampshire, and one in Westfield, Massachusetts.\nQISA will develop, initiate and direct the process of instilling the notion of purpose into the school communities through relevant workshops, materials, web materials, seminars, meetings and classroom interactions. Center staff members will observe and document how these fostering processes occur in the interactions among administrators, faculty, staff, students and parents.\nThe partnership aims to provide a summary of strategies used, accomplishments made, difficulties experienced, changes made, and lessons learned as a foundation for continuing research. Another aim is to support a web-based resource center hosted by QISA that will provide teachers throughout the country an opportunity to use and to share activities that promote purpose in students.\nWhat does thriving mean? How can we see it in today's youth? The Center, working with positive youth development scholars around the country, aims to understand the key competencies and developmental assets associated with thriving, develop clear and measurable indicators for thriving, and ascertain the positive roles of family, school, communities, and other institutions in thriving. While most positive youth development scholars agree that thriving entails some degree of overall well-being, at its core, thriving is a developmental concept that requires a young person to not only appear to be doing well in the present, but to also be on a pathway to a hopeful future. Furthermore, thriving involves contribution to the common good (such as volunteering, tutoring, etc.) and can be affected by a young person's environment.\nCenter researchers participate in semiannual meetings with other thrive-oriented scholars; consult on the Thrive Foundation's interactive, internet-based tool called uthrive™ designed to assess and promote thriving in young people; and are conducting a thorough review of the academic literature on thriving and positive youth development."

"Link Governor: Mrs Wainwright\nPlease see then link below for our Curriculum Vision and Breadth of Study:\nOur motto at Hillside is ‘developing the individual’. This is underpinned by our school values of Respect, Equality, Determination, Excellence, Courage, Friendship and Inspiration. In addition, we to promote the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs all within the daily routines of school life. Here are some of the ways in which we promote these Values:\nChildren have many opportunities for their views to be heard. The School Council has representatives from all classes Year 2 to Year 6. Members are voted for by their class. They meet regularly to discuss issues raised by their class and to make decisions about events in school and aspects of the curriculum, for example where funding could be spent, generating ideas for fundraising and to plan events.\nThe curriculum at Hillside, especially the English and Creative curriculum, provides opportunities for debate. The children often take part in or see democratic process taking place e.g. auditions for concerts.\nThroughout the year subject leaders conduct Pupil Voice interviews to gain children’s insight and views of their subject.\nThe Rule of Law\nThe importance of rules/ laws at all levels is taught explicitly in PSHCE lessons but is constantly reinforced through the daily running of the school and within assemblies. These include the expectations that govern within the class, within the school, within the community or within the country. Each class creates and agrees its own set of class rules. Assemblies are used to promote our school values which in turn promote good behaviour. All children understand that rules and expectations are put into place to keep themselves and others safe.\nPupils are taught that they have responsibility to uphold laws and they realise through our Behaviour Policy that breaking rules has consequences Members of Year 5 participate in a number of Police Cadets training sessions, led weekly by our local PCSOs. Links like this help us to reinforce this important message.\nWithin school, pupils are actively encouraged to make choices, knowing they are in a safe and supportive environment. Through PSHCE and regular assemblies pupils are taught how to make safe choices, and encouraged to exercise their rights and personal freedoms.\nThe whole school takes part in projects on E-safety, NSPCC, Child line and Anti bullying and pupils are empowered with an understanding of how to seek help if they need to. Pupils exercise their rights to make choices about taking part in extra-curricular opportunities. They also take on roles and responsibilities, such as Playground leaders, Sports leaders, E- Safety officers and Science ambassadors.\nRespect is one of the schools values. Pupils learn that their behaviours have an effect on their own rights and those of others. All people in and around school treat each other with respect, with adults acting as role-models for the pupils.\nOur school curriculum is tailored to Hillside pupils- raising an awareness of our community through finding out about the history, industry and culture of the locality of Stoke on Trent.\nThrough many community events, such as manning a water station during the Potters ‘Arf. Hillside pupils learn and understand about community cohesion, collaboration and respect for others.\nTolerance of those of Different Faiths and Beliefs\nWe predominately teach three world religions, Christianity, Islam and Judaism, although other faiths will be also be encountered as part of their growing sense of self, their own community and their place within it. Assemblies and curriculum plans also use a wide variety of resources, including stories, ICT, visitors etc. to help pupils understand a variety of faiths and cultures. We celebrate in school through displays, Festivals, Art, stories/literature and music from different parts of the world. Visits to places of worship and visitors into school also enhance pupils understanding.\nAt Hillside we would actively challenge pupils, staff, parents and members of our school community if they express opinions that are contrary to fundamental British Values."

"Behaviour Guidance Policy\n- Policy Statement\n- Strategies for Implementation\n- Legislation and Considerations\n- Sources and Related Policies\n1. POLICY STATEMENT\nThe purpose of the centre’s Behaviour Guidance Policy is to:\n- encourage acceptable forms of behaviour by using strategies that build children’s confidence and self-esteem;\n- provide children with support, guidance and opportunities to manage their emotions and develop ways to appropriately control their own behaviour; and\n- promote collaborative approaches to behaviour guidance and support between the centre’s stakeholders and/or external agencies.\nBehaviour guidance and support is a process that focuses on the child as a ‘whole’. The educators will endeavour to build relationships with children based on mutual respect and trust. The centre will provide a secure, respectful and stimulating environment which encourages children to co-operate, enhances their self esteem and encourages their ability to interact with others. Acceptable behaviour is promoted and any recriminations are kept to a minimum.\nThe centre recognises and understands that a child’s behaviour may be affected by:\n- their age and development;\n- their level of familiarity with the centre’s routines and play limits i.e. when they first start education and care children may not understand what behaviour is expected of them;\n- their general health and wellbeing;\n- their relationships with their family;\n- the play and learning environment, which includes the physical indoor/outdoor settings, the weather, the time of year, the time of day;\n- the educators’ teaching strategies and caring practices, and their implementation;\n- their relationship with other children and stakeholders, such as students, volunteers and visitors; and\n- external factors, such as family, home life, school or peer group experiences, or media coverage of traumatic events\nEducators will encourage children to talk about any concerns they may have, and will ensure the program reflects and encourages core values such as friendliness, acceptance, respect, kindness, tolerance and co-operation. Educators will always listen and respond to children when incidents of violence or harassment are reported or observed, and will act to eliminate such incidents at the centre. Where a child continues to behave in an unacceptable manner, families will be consulted to establish behaviour support strategies, which ensure that children are treated with the same respect and empathy as an adult would expect.\n2. STRATEGIES FOR IMPLEMENTATION\nCreating the right environment\n- Educators create environments with sufficient space that are likely to encourage positive social interactions.\n- Children initiating their own experience using equipment and resources that they can access independently.\n- Educators plan experiences in which children practice cooperating, sharing and helping, and point out the advantages of behaving this way.\n- How children move from one experience to another is planned to allow smooth transitions and limit interruptions for other children.\n- Adequate resources are provided to reduce conflict, while still providing opportunities for children to share.\nPositive behaviour guidance strategies\n- Educators build relationships with children that are safe, secure, and convey respect. Educators show their respect by allowing older children greater freedom and responsibility in recognition of their developmental stage; working co-operatively with children to solve problems; and by using regular tone and volume when speaking with children. Shouting at children is not acceptable.\n- Children’s appropriate behaviours are acknowledged so that children identify when they have acted appropriately.\n- Positive behaviours are encouraged by showing appreciation for appropriate behavior, building on each child’s strengths and achievements and diverting children to more appropriate experiences.\n- Children are encouraged to express their feelings in acceptable ways and to settle their differences in a peaceful manner. Educators talk to children about the types of emotions they experience and how to recognise similar feelings in the future.\n- Educators listen to children’s needs and provide them with opportunities to work through their emotions independently. Children’s attempts to deal with their emotions are acknowledged and supported.\n- Educators will help all children to understand how their behaviour affects others and will ensure children’s self initiated play:\n- does not make any other child feel frightened or intimidated;\n- respects the rights and feelings of others;\n- is not overly boisterous or loud; and\n- is valued and supported.\n- Educators will always model behaviour that encourages inclusion, a sense of fairness, empathy and co-operation with others.\n- Clear guidelines about acceptable behaviours are developed with input from children, families, educators and management. Families are consulted about expected child behaviours at the centre at enrolment through the Parent Handbook, newsletters, and daily contact with their child’s educator.\n- Limits to behaviour will be clearly expressed in positive terms and reinforced consistently in a developmentally appropriate way.\n- Children are involved in establishing play and safety limits in the centre, which reflect recommended best practices, and become aware of the consequences involved when limits are not adhered to.\n- Younger children will be given safety and behaviour guidance limits by their educators as they need direction to understand what is acceptable and appropriate in particular situations.\n- The centre believes that developing a supportive relationship with the children encourages them to learn skills in self control. Punishing a child stops the negative behaviour for a while but does not teach the child self-restraint. The consequences of negative behaviour will be discussed with the child and will be consistently followed through. No further punishment will be given and the child will be reminded in positive terms of the expected behaviour.\n- Educators will label the negative behaviour and not the individual child, so that it is always the behaviour that is being managed and not the child.\n- A “cooling off” period may be needed so the child can calm down before discussing what happened and sharing their feelings with the educator, who will in turn talk about their own feelings and responsibilities with the child. Educators will always talk to the child quietly and as an equal, and preferably away from the rest of the group. Time out to cool down will vary from child to child and may include:\n- redirection to a quiet activity;\n- listening quietly to soothing music;\n- sitting quietly with the educator;\n- doing something physical i.e. kicking a football;\n- sitting quietly with a book;\n- talking to a close friend;\n- being left alone (but not out of sight of the educator).\n- Where a dispute or conflict occurs educators will talk separately to all the children involved and be calm, fair, positive and firm in their assessment of the situation. Wherever possible the children will be involved in deciding on the appropriate course of action to follow. Educators will not react to conflict situations by getting angry themselves as this could inflame the situation further. If an educator feels they are unable to control their anger in a particular situation, they will ask for assistance from another educator while they remove themselves from the incident to cool down.\n- No child will be isolated for any reason other than illness or accident for any period of time. Children will be supervised by an educator at all times.\n- No child will receive any form of corporal punishment, punishment by solitary confinement, punishment by physical restraint or other demeaning, humiliating or frightening punishment, or withheld food or drink as a form of punishment.\n- Parents/Guardians who wish to discipline their own children whilst in the centre will not at any time use any form of corporal punishment or use unacceptable language.\n- Non-enrolled children in the company of their parents/guardians will be required to conform to centre policy on acceptable behaviour. If a parent/guardian is not able to control their non-enrolled child’s behaviour they will be asked to remove the child from the centre’s grounds.\nBiting and hitting\n- Biting and hitting are normal behaviours in the development of most children, usually influenced by stage of verbal communication skills. If a child bites or hits another the following procedures will apply:\n- Educators will attend first to the victim to comfort the child and assess their injuries. First aid will be applied in accordance with the Centre’s Management of Accident, Illness and Health Policy.\n- While attending to the victim (or immediately afterwards) the educator will talk about the incident with the biter/hitter, explaining the consequences of his/her action, in words they will understand. The educator will show their disapproval for the child’s actions using tone of voice and facial expressions, and encourage the child to “help” make the victim feel better through positive and gentle touching. The educator will suggest an alternative action to biting or hitting i.e. tell the child to say “My turn please”, and will follow this up by encouraging the biter/hitter to ask for a turn and making sure he/she does have a turn.\n- An Incident, Injury, Trauma and Illness Record will be completed. Parents of victims do not need to know who bit their child.\n- A record of what happened will be made including how the situation arose and why the child bit or hit. This information will help educators to prevent a repeat incident.\n- If biting or hitting is an on going concern with a particular child his/her parents/guardians will be informed and strategies developed that are consistent between home and the centre.\nManaging extreme or persistent behavioural challenges\n- If a child’s behaviour places him/herself or another child in danger, educators will act immediately to prevent the danger, and then talk through the problem with the child or children concerned.\n- If children consistently display unacceptable behaviour the senior educator in the child’s room will ensure:\n- the expectations of the child’s behaviour are realistic and appropriate to their developmental level;\n- the child understands the limits;\n- there is no conflict between centre and home expectations;\n- the child’s needs are being met i.e. adequate storage for personal belongings, adequate nutritional snacks provided, centre set up to encourage independence;\n- the child has no impediments which may cause the unacceptable behaviour;\n- the child isn’t copying an observed behaviour;\n- events at the centre have not encouraged the behaviour;\n- consequences of the behaviour do not encourage it to persist;\n- strategies are consistently followed by all educators in contact with the child.\n- Where children exhibit recurring behavioural challenges the nominated supervisor and the child’s educator will work with the child and the child’s family to develop a behaviour guidance management plan that is consistently followed between the centre and home. The plan will:\n- explain why the displayed behaviour is inappropriate;\n- document inappropriate behaviours that occur consistently;\n- identify triggers to inappropriate behaviours;\n- document emerging patterns of behaviour;\n- define the context in which the behaviour occurs;\n- identify where the behaviour could possibly harm another child or adult;\n- document the appropriate behaviours that are required to replace the inappropriate behaviours;\n- reflect a collaborative approach with the child’s family.\n- The room leader, with the support of educators in the child’s room, will document observations which will include the date and time of incidents and a record of the behaviour observed. This will assist the child’s family and educators together with the Nominated Supervisor to better understand the child’s behaviour and to assist in the development of a behaviour management plan.\n- The nominated supervisor is available to discuss and assist with any concern a family may have in respect of their child’s behaviour or participation in the program.\n- If the unacceptable behaviour persists the nominated supervisor will jointly with the family seek advice from an appropriate agency or professional.\nExcluding a child due to inappropriate behaviours\n- After the child has been given every opportunity to respond positively and if all methods fail to result in an improvement in behaviour, the nominated supervisor will discuss alternative care with the parent/guardian, in consideration of the health and safety of the other children and educators in care.\n- Depending on the severity of the behaviour the centre may implement the following steps:\n- The approved provider will write to the parent/guardian asking that they attend to their child’s challenging behaviour. The centre will support the family to access further professional assistance, the child will be given reasonable time to respond positively to new strategies and the family will be supported in this as far as possible.\n- If there is insufficient improvement in the child’s behaviour the approved provider will write to the parent/guardian to advise them of this, and to explain that the child’s attendance at the centre is suspended for the next two weeks in order to give the child time to modify his/her behaviour away from the centre. After this time the child may return to the centre and will be given reasonable time to display a positive change in behaviour.\n- If the child does not demonstrate a positive change in behaviour on their return to the centre, the approved provider will write to the parent/guardian to explain that the child’s attendance at the centre will be suspended until such a time as the behaviour is corrected.\n- In the case of severe behaviour which threatens self harm or bodily harm to educators or other children, the parent/guardian will be informed that the child will be suspended or dismissed immediately.\n3. LEGISLATION AND CONSIDERATIONS\n- Education and Care centres National Law Act 2010\n- Education and Care centres National Regulations 2011\n- National Quality Standard for Early Childhood Education and Care 2011\n4. SOURCES AND RELATED POLICIES\nPolicy adopted: 12 March 2015\nFor review: March 2017"

"Promoting British Values\nAll maintained schools must meet the requirements set out in section 78 of the Education Act 2002 and promote the spiritual, moral, social and cultural (SMSC) development of their pupils. Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values.\nAt Fairfield School through the delivery of our curriculum and Planning for SMSC (Social, Moral, Spiritual and cultural) development we:\nInclude in suitable parts of the curriculum, as appropriate for the age and understanding of our pupils:\nBritish (Democratic) values. These values are our aims which we keep at the heart of everything we do and are evident in every relationship we have throughout the day.\nThe key word is the human value of respect. We all have a right to be respected and a responsibility to respect each other.\nDemocracy - We believe in being a strong team – having a sense of belonging to that team - working together to make sure everyone’s needs are met. We teach about friendship, sharing and being part of a group in every learning session.\nWe ensure all pupils have a voice that is listened to. We demonstrate how democracy works by promoting democratic processes such as school council, and the Trust Parliament.\nRule of Law within the classroom, out of the classroom and when out in the community. We have clarity around codes of conduct and behaviour so that the whole school community takes responsibility for knowing what is acceptable. Rewarding positive behaviour enables pupils to know what is appropriate.\nLiberty and Mutual Respect – we develop communication skills and nurture the right of all pupils to make choices in what they do and express themselves. We create opportunities to learn and allow independence to flourish. Pupil voice is evident in the work of every child.\nCollective worship- the pupils and staff take part in collective worship at the end of every day. We reflect on the day in a calm and relaxing environment, Rewarding positive behaviour for that day, sharing practices of good behaviour\nRe enforcing the rules of good classroom and whole school etiquette.\nWe enjoy learning about and sharing in the celebrations of the different religious faiths in the world and the values they teach, including humanitarian values such as those around equality.\nWe are passionate about the fact that at Fairfield we have the child’s interests at heart in everything we do.\nAnd we are committed to working practices which support and reflect this.\nThe Prevention of Radicalisation and Extremism\nThe Prevent agenda published by the Government in 2011 is part of an overall counter-terrorism strategy. The aim of the Prevent strategy is to reduce the threat to the UK from terrorism by stopping people becoming terrorists or supporting terrorism. The Act has been expressed as the need to ‘prevent people from being drawn into terrorism’.\nThe Prevent strategy has three specific strategic objectives:\nresponds to the ideological challenge we face from terrorism and aspects of extremism, and the threat we face from those who promote these views\nprovides practical help to prevent people from being drawn into terrorism and ensure they are given appropriate advice and support\nworks with a wide range of sectors (including education, criminal justice, faith, charities, online and health)\nSince the ‘Education and Inspections Act 2006’ schools have a duty to promote community cohesion. Over the last few years global events have led to a growth of extremist viewpoints, including advocacy of violent extremism. Schools have an important part to play in both educating children and young people about extremism and recognising when pupils start to become radicalised. In March 2015 new statutory duties were placed on schools by the ‘Counter Terrorism and Security Act,’ (2015) which means they must aim to prevent children being drawn into extremism. Safeguarding our pupils at Fairfield from all risks of harm is an important part of our role, and protecting them from extremism is one aspect of that.\nIn 2015 the Prevent Duty (section 26) of The Counter Terrorism and Security Act 2015 came into force. This duty places the responsibility on local authorities to have due regard to the need to prevent people from being drawn into terrorism.\nRadicalisation is defined as the act or process of making a person more radical or favouring of extreme or fundamental changes in political, economic or social conditions, institutions or habits of the mind\nExtremism is defined as the holding of extreme political or religious views\nThe Role of the Curriculum\nThe Prevent Duty, the Department for Education’s SMSC requirement, British Values Guidance and OFSTED’s inspection criteria require schools to ensure pupils are aware of risks associated with extremism. At Fairfield we endeavour to do this through our broad, balanced and personalised curriculum.\nOur curriculum promotes respect, tolerance and diversity. Our pupils (where appropriate) are encouraged to share their views and recognise what they are entitled to have their own beliefs, which should not be used to influence others. By building resilience and self esteem, our pupils are encouraged to be positive and not to be influenced by any negative pressure. We encourage our pupils to be independent and to share their thoughts and ideas. At Fairfield School we actively promote knowledge, skills and understanding to build the resilience of our pupils (where appropriate). These complement the key British Vales of tolerance, respect, democracy and freedom of speech.\nPupils are regularly taught about how to stay safe when using the internet and are encouraged to recognise that people are not always who they say they are online\nThey are taught to seek adult help if they are upset or concerned about anything they read or see on the internet\nPupils are supported in making choices so they understand the impact and consequences of their actions on others.\nPupils learn about different faiths and visit places of worship wherever possible.\nThe links below provide further information about the Prevent Strategy and British Values"

"Inclusive Learning Unit\nStudents with disabilities are supported in a number of ways across Karratha Senior High School. On enrolment each student’s individual capabilities are examined to find the best placement for them; mainstream classes or the Inclusive Learning Unit (ILU).\nKarratha SHS is an inclusive school, students who have a disability often attend all mainstream classes. We support these students with the support of an Education Assistant and a Special Educational Needs (SEN) plan which is created by the staff who work with the students. SEN plans are individualised, consisting of goals and strategies used to achieve the goals. Adjustments are made by the classroom teacher in class to support the student’s needs for participation, curriculum access and assessment.\nThe Inclusive Learning Unit (ILU) is set up for students who have difficulties accessing the mainstream curriculum. The ILU has three classrooms which run an alternative program for students with varying disabilities. Teaching and learning is highly individualised to address the needs of each student. Each class has a classroom teacher who teaches English, Mathematics, HASS, Science and Health; the students attend mainstream electives with the support of an Education Assistant. Students in Year 7, 8, 9 and 10 engage in Direct and Explicit Instruction programs to increase they reading & writing abilities as well has highly structured lessons for other subjects. Students in Year 11 and 12 complete Preliminary English, Maths and Business Management & Enterprise courses over the two years. All senior school students will do a number of Workplace Learning placements and learn the skills needed to gain employment after school. Independent living skills, community access, social capabilities and emotional regulation are a large focus across all year levels to develop active, caring and positive citizens.\nTo find out more about our learning support programs please contact:\nMr Joel Reeve\nM: 0467 780 889"

"Appropriate Behaviours Course (ABC)\nThis course which is a part of the Y9 Orientation programme which occurs in February every year aims to:\n- Introduce and giving the students:\n- Problem-solving skills\n- Restorative conversation skills\n- Effective communication skills\nThe course is designed to ensure that all students feel that they are valued and connected members of NC and the importance of adding to Northcote College’s philosophy, culture and wellbeing\n“Ut prosim aliis.”\nBuddies for New Students to Northcote College\nSome students join the school after Year 9. To improve their orientation and ease the settling in process Northcote College Support Services have developed a Buddy system by training students and giving them the skills necessary to support the orientation programme. We believe that this is vital if we are to help new students to settle well.\nMentoring Programme for Year 9 students\nYear 9 students are mentored by Year 13s who have been trained and selected specifically for this programme. They meet for 45minutes once in a 6 day cycle.\nAims of the programme are to:\n- Help young people realise their potential.\n- Help young people to become self-sufficient, productive citizens.\n- Improve communication skills of young people.\n- Improve the social and communication skills of young people:\n- In relationships with family and whanau\n- By a focus on behaviour, attitudes and presentation.\n“Creating Respectful Relationships”\nThis course has been offered to Year 9 and Year 10 girls at Northcote College by Home & Family Counselling.\nThe course will cover topics such as assertiveness, managing difficult situations and giving each other supportive feedback."

"Module 1 Introduction\n- Pre-requisite – completed Introduction to positive behaviour for learning\n- Recommended – completed PBL School-wide systems of support\nPrior to starting this course it is recommended that participants read the following:\n- Centre for Education Statistics and Evaluation (CESE)\n- Classroom management (search within CESE)\n- Effective classroom practice toolkit\nOther suggested reading\n- Association for Positive Behaviour Support Australia\n- NSW Department of Education Positive Behaviour for Learning\n- PBIS Missouri – Be mindful that we must contextualise everything to the NSW Department of Education and local schools context, systems and practices.\nWelcome and purpose of this professional learning\nPositive behaviour for learning professional learning includes a series of trainings undertaken over time. Each training builds the capacity to implement positive learning and wellbeing supports relevant to students, school and classroom context across the Care Continuum. Training includes:\n- Introduction to Positive Behaviour for Learning (prerequisite course)\n- Tier 1 Universal prevention: school-wide systems\n- Tier 1 Classroom systems of support\n- Tier 2 Targeted interventions and supports\n- Tier 3 Intensive individualised supports\n- PBL in the preschool\n- PBL introduction to function behaviour assessment (FBA)\nThis professional learning:\n- focuses on preventing and early intervention of inappropriate behaviour in classrooms\n- builds teacher capabilities in environmental, behavioural and instructional supports and positive relationships:\nSchools and teachers in their classroom:\n- design systems that fit their context, focusing on supporting staff to be consistent\n- collect and use data to inform decision-making\n- put evidence-based teaching and learning practices in place that encourage appropriate behaviour.\nThis course was based on PBIS Missouri and contextualised for NSW Department of Education schools.\nBy the end of this course, participants will be able to:\n- understand classroom positive behaviour for learning\n- develop, implement, monitor and evaluate positive relationships within the classroom; and environmental, behavioural and instructional supports within the classroom\n- use data to inform decision making\n- explain the benefits of positive, proactive and instructional approach to behaviour management."

"Support for children from underprivileged backgrounds is centered around CRS’s Education Centres; there are currently 9 urban centres and 4 rural centres catering for almost 900 children across pre-primary and primary ages from 2 to 12 years. CRS provides trained teachers and teaching materials while the local partner organisation is responsible for providing premises.\nEducation – The primary focus is to build core skills to prepare children for formal schooling. They are taught subjects such as Bengali, English and maths. Each year several hundred children are deemed ready to enroll in state schools and CRS facilitates the application process.\nCreativity – Children are encouraged to express themselves and develop talents though activities such as dance and music, art and drawing. Special summer camps often focus on creative activities.\nTeamwork – Shishu Jagat (Children’s World) is a club run by children; there are currently 7 Shishu Jagat clubs in operation at GB Lane, BD Colony, Sukantnanagar, Topsia, Bibibagan, Hastings and Dum Dum. They organise a range of activities which develop skills of teamwork and leadership, and improve their community and its environment. See News stories page for some examples.\nHealth and well-being – There are health clinics held monthly at each centre, with support provided for medication and treatment when necessary. Children also take part in awareness programmes on issues relating to health and hygiene. See Health page for more details.\nNutrition – Many of the centres provide children with a hot midday meal to supplement their nutrition.\nSport and fitness – Football teams have been established at several of the Education Centres. Boys enjoy regular training sessions with a coach and play matches against teams from other Centres. See Football page for more details. Many centres hold and annual sports day or children participate in sports days at other locations. Children at the Dum Dum centre enjoy yoga classes.\nExcursions and events – From time to time the children are taken on trips to museums or theme parks where they can enjoy having fun and simply being children. Children from CRS Education Centres are also selected for cultural, sporting or celebratory events where they join children from many other NGO projects.\nChanging attitudes – Regular parent-teacher meetings allow parents to see their child’s progress and understand the importance of education. Sessions for all parents focus on issues such as regular attendance, mainstreaming and new enrollment, health care and cleanliness. Girls are given the same education as boys and given equal opportunities to learn and develop skills.\nFuture-planning – Children are encouraged to open their own bank accounts and pay small amounts into savings schemes as a first step towards independence.\nBuildings and facilities – In some cases the premises provided by the local partner organisation for the Education Centre – single rooms built from corrugated iron or mud and thatch – have proved inadequate both for the number of students and for withstanding the annual monsoons. Money raised by CRS supporters has been used to upgrade facilities and expand premises including new roofs at Dum Dum, Bibibagan and Sukantanagar; a concrete building at BD Colony; a second floor and toilets at GB Lane; two new floors at Mahamaya; and a multi-purpose community centre at Gumla.\nTeacher training – CRS supports the teachers with regular training and skills development. Over the past few years, a growing partnership with teachers from Derby in the UK has introduced CRS teachers to new teaching resources and methods.\nCRS Education Centres have been a tremendous success with thousands of children passing through them over the years. Your support can help many more children to have opportunities that their parents and grandparents could never have imagined."

"Our students experience a sense of belonging in a caring and inclusive learning environment that addresses their well-being.\nWe are committed to honouring and respecting all of our students by creating an environment where they feel included, valued and treated with dignity. School-based safe caring and inclusive school teams support the promotion of a positive school climate within our schools and community.\nStudents and staff had the opportunity to come together and learn more about creating inclusive learning environments during the 8th annual Gay-Straight Alliance conference at Bingemans in February. More than 200 attendees participated in a variety of workshops, listened to keynote speakers, and had the opportunity to gather valuable information from a number of community booths.\n“Our schools are safe spaces for everyone that walks through the front doors and we’ll continue to create inclusive, safe spaces, and ensure the well-being of all students and staff,” said John Bryant, Director of Education.\nOur students pursue individual learning pathways that reflect their interests, develop skills for the future and inspire global citizenship.\nWe believe that schools and staff have an important role to play in innovating the future through the way we are educating our students today. The future is full of new possibilities and advancements, and we want to ensure that our students are prepared for the realities of what the workforce and our world may look like after they graduate. We want to support students in developing critical thinking and independent learning skills that with prepare them for their futures.\nWe offer System Designated Specialized (Magnet) Programs designed to meet the needs of our unique group of students. These Magnet programs help support individualized learning, promote educational excellence and help a student’s transition to a specific post-secondary destination whether it is work, college or university.\nOur students succeed in reaching their potential and graduating from WRDSB high schools and programs.\nThrough the introduction of new technology, special programming and customized support, we build students’ confidence as they face the future. It is important to us that every student experiences a caring learning environment that encourages their success. When a student’s optimal learning potential is affected by behavioural, communicative, intellectual or physical exceptionalities, special education support is provided.\nWe strive to provide educational opportunities that encourage all students to develop their individual potential in the most enabling environment. The Build a Credit program in our secondary schools is a perfect example, as it creates an environment that addresses the academic, social and emotional needs of our students while propelling them towards graduation."

"District 401 incorporates a comprehensive policy on student wellness in our educational programs, school activities and food services.\nHow We Emphasize Wellness\nUnder this policy we foster student wellness throughout the District in the following ways:\n► We support and promote sound nutrition for our students.\n► We offer our students food and beverage choices consistent with the current Dietary Guidelines for Americans published jointly by the U.S. Departments of Health and Human Services and Agriculture.\n► We foster the positive relationship between sound nutrition, physical activity and the capacity of students to develop and learn.\n► We include nutrition education in our health curriculum.\n► We support and promote an active lifestyle for our students.\n► We teach physical education with the goals of fostering the development of movement skills, enhancing health-related fitness, increasing student knowledge, offering opportunities for learning how to work cooperatively in a group setting, and encouraging the habits and attitudes necessary for a healthy lifestyle.\nIn addition, our PE and health curriculum is aligned with the relevant Illinois Learning Standards for Physical Development and Health as established by the Illinois State Board of Education.\nTo encourage programs and activities that emphasize school wellness, District 401 organized a Wellness Council during the 2013-14 school year.\nThe mission of the council is to develop and implement policies, procedures and practices across every discipline involved with our schools to allow all students, faculty and staff to learn and work in a healthy school environment.\nDistrict 401’s Policy on Student Wellness"

"\"Looking out for each other – being there for one another – learning together.\" This is the motto of the buddY programme – a national initiative launched in 1999 which aims to provide a pioneering educational model.\nGermany’s school system fails in terms of equality of opportunity in education. Around 29% of children in Germany are at a high risk of poverty, have unemployed parents or have parents with low educational achievement. Among children with migrant backgrounds, this number rises to 48%. In order to tackle educational inequality, buddY E.V. has developed a successful mass scaling platform for German schools. The buddY programme puts children in charge of their own learning and enables each of them to develop essential social and emotional skills.\nWhether in groups or on their own, inside or outside the classroom, as part of their daily routines or as one-off events, children who participate in the buddY programme learn to attend to the needs of others. They help each other study, mentor their younger peers, resolve disputes, administer first aid, take on the role of teacher or volunteer for social work.\nBy engaging in such activities, children exercise self-reflection and learn to see things from a different perspective. They learn to rely on themselves and each other and experience how good it can feel to help others and have an impact.\nExternal buddY trainers, experienced in psychology and conflict management, provide initial instructions to teachers and social workers so that in their new role as coaches they can help to implement the programme at school and subsequently act as advisors.\nEveryone benefits from implementing the buddY programme at schools:\n- The pupils develop communication skills, a sense of responsibility and confidence in their abilities – for life\n- Teachers experience a reduction in their responsibilities over time. Thanks to their new skills, pupils not only change their behaviour outside but also inside the classroom.\n- Schools improve – the atmosphere of mutual support motivates everyone to perform better.\nSince 2005, the buddY programme has been part of the non-profit organisation called EDUCATION Y, which was launched by the Vodafone Germany Foundation. To date, roughly 1,200 schools throughout Germany have taken part in buddY training courses. The joint goal of EDUCATION Y and Vodafone Germany Foundation is for buddY to become an integral part of the national educational system.\nFor more information, please visit: https://education-y.de/handlungsfelder/schule/"

"An overview of Wellbeing at St Joseph's\nWellbeing for Learning\nOur Student Wellbeing focuses on students feeling safe and happy at school. Students who feel safe and happy are in the best position to learn.\nThe Student Wellbeing Leader facilitates and supports programs and teacher education, to maximize the social and emotional learning opportunities for all our students. This is developed through the promotion of resilience and the building of positive relationships between students, as well as students, staff and parents.\nStudents participate in fortnightly wellbeing lessons encompassing social and emotional learning, respectful relationships and the zones of regulation.\nPositive Behavior for Learning\nPositive Behaviour for Learning (PBL) is implemented across the school. PBL provides consistent positive behaviour expectations across the entire school. These positive behaviours are taught explicitly and reinforced. PBL offers 3 tiers of behaviour support to cater for individual needs.\nStudents participate in weekly social and emotional skill lessons focusing on our school expectations, respectful relationships, identifying emotions and self-regulation.\nBe a Learner\nClubs & Buddies\nLunchtime clubs run to engage students in a variety of fun activities and to encourage extracurricular skills and interests, as well as providing students with an option to participate in structured playtime when the playground feels overwhelming.\nOur buddy program ensures students are connected with older students to support them in their transition to school. Prep students connect with their year 5 buddy early in their first term."

"PE Year 9\nPhysical Education encourages students to learn about themselves, their capabilities, their potential and their limitations. It is the foundation of all sport participation because it goes further than the individual and their understanding of themselves - it also teaches how to work with and respect others. Above all, it should be a source of fun and enjoyment that introduces students to the different roles in sport. The teachers of Carshalton High School for Girls PE Department pride themselves in catering for all levels and abilities in all sports. We aim to enable each child to fulfil their own potential within their own level of all sports.\nWe have high expectations of our learners. We expect them to participate fully regardless of ability as determination and perseverance are key skills to progress in PE and other subjects throughout all Key Stages. We aim for high participation levels and a high enjoyment factor as we believe that our learners achieve best when they are enjoying what they are doing!\nWhat you can expect from PE at CHSG?\nWe will provide you with the opportunity to take part in challenging and exciting activities. These include trampolining, fitness, netball, basketball, badminton, athletics and volleyball.\nWhat is studied\nKey Stage 3\nPupils experience a broad and balanced range of activities through the following areas:\n- Performing skills\n- Making decisions\n- Analysing Performance\n- Knowledge & Understanding\nIn line with the Physical Education National Curriculum students will acquire and develop new skills, select and apply these skills into different situations, understand how to evaluate and improve performances and have a knowledge and understanding of health and fitness. Co-ordination, social interaction and equipment handling skills are also developed.\nIn Year 9 PE classes are taught in English sets.\nClasses usually range from approximately 25 students.\nAny homework set at KS3 is researched based work for the HRE (Health-Related Exercise) module, or in preparation for starting new activities.\nAssessment and reporting\nStudents are assessed using assessment criteria during and at the end of each lesson block. Students will be assessed against their baseline level and reports will be based on their progress.\nHow parents/carers can help?\nParents can help by ensuring that students have the correct CHSG PE kit and that they bring this kit to every PE lesson. In the instance that students are not able to take part in the practical aspect of the lesson, parents must give students a note to give to their PE teachers explaining why, but they must still bring in their PE kit to be involved in other ways, for example umpiring.\nEncourage students to attend a wide range of extracurricular sporting clubs at lunch time and after school."

"Physical education is a valued component of academic life at George Mitchell School and offers students an exceptional range of opportunities in which to participate in, and learn about, all aspects of sport and physical education.\nThe George Mitchell School PE Department strives to create a fully inclusive environment in which all pupils have the opportunity to become physically, socially and morally literate individuals. We aim to enrich the lives of our students through sport and physical activity.\nWe also aim to educate all of those we teach in the lifelong benefits of leading healthy, active lifestyles. We intend to develop pupils physically, mentally, morally and socially to be physically educated people as well as have an understanding of the different opportunities available within sport and physical activity.\nA wide range of sports and activities are taught throughout each academic year, these include athletics, badminton, basketball, dance, fitness, football, cricket, table tennis and trampolining to name a few.\nDuring their time at George Mitchell School, we aim for all pupils to take an active part in a wide range of activities and to be able to:\n- Develop competence to excel in a broad range of physical activities\n- Are physically active for sustained periods of time\n- Engage in competitive sports and activities\n- Lead healthy, active lives\nSports Clubs and teams\nThe extra-curricular programme is extremely important to the department and school and helps to make sport at George Mitchell the vibrant and successful subject it is. All staff within the department contribute to the programme as well as other staff within the school who have expertise in sports. Clubs and activities are organised during lunchtimes and after school. Fixtures for sports such as athletics, football, basketball, netball and cricket are held after school.\nCurriculum at KS3\nAt key stage 3 (years 7, 8 and 9), pupils are assessed throughout the year on both their practical ability, in a wide range of activities, and their understanding of the key concepts within the National Curriculum for PE. These grades are recorded in an assessment booklet pupils will refer to throughout their time at school. Key stage 3 classes are taught in single gender groups and all pupils receive two hours of practical PE every week. Students are taught to:\n- Use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]\n- Develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics]\n- Perform dances using advanced dance techniques in a range of dance styles and forms\n- Take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group\n- Analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best\n- Take part in competitive sports and activities outside school through community links or sports clubs\nCurriculum at KS4\nAt key stage 4 (years 10 and 11), pupils have the opportunity to choose Cambridge Nationals Sports Studies as one of their options. Pupils choosing Sports Studies will receive six additional hours of PE every two weeks. Students are assessed as performers, officials and as a leader/coach. In addition, students are also required to complete an exam as well as an additional controlled assessment. Pupils who do not wish to choose PE as one of their options, will still participate in one PE lesson each week, with the focus of lessons being on participation, fun and enjoyment, whilst still developing key skills, ideas, tactics and strategies.\nThe Cambridge Nationals Sports Studies course is a vocational course, equivalent to a GCSE. It is assessed over four units, consisting of a written examination, coursework and a controlled assessment, with each unit worth 25% of the overall grade.\nUnit 1 is externally assessed through a written examination paper of 1 hour. Students will be taught to:\n- Understand the issues which affect participation in sport\n- Know about the role of sport in promoting values\n- Understand the importance of hosting major sporting events\n- Know about the role of national governing bodies in sport\nUnit 2 is assessed internally in four sections. Students will be taught to:\n- Be able to use skills, techniques and tactics/strategies/compositional ideas as an individual performer in a sporting activity\n- Be able to use skills, techniques and tactics/strategies/compositional ideas as a team performer in sporting activity\n- Be able to officiate in a sporting activity\n- Be able to apply practice methods to support improvement in a sporting activity\nUnit 3 is assessed in four sections. Students will be taught to:\n- Know the personal qualities, styles, roles and responsibilities associated with effective sports leadership\n- Be able to plan sports activity sessions\n- Be able to deliver sports activity session\n- Be able to evaluate own performance in delivering a sports activity session\nUnit 4 is assessed in five sections. Students will be taught to:\n- Know how sport is covered across the media\n- Understand positive effects that the media can have on sport\n- Understand negative effects that the media can have on sport\n- Understand the relationship between sport and the media\n- Be able to evaluate media coverage of sport"