Student Management Policy and Procedures K – 6

Underpinning Philosophy of Student Management Procedures 

• Perseverance 
• Lifelong love of learning 
• Respect 
• Integrity 
• Responsibility 
• Compassion 
• Generosity 
• Justice 
• Community 

CONTENTS 

1. School expectations 
2. Wellbeing  
3. Key Personnel Responsible for Wellbeing 
4. Kavod (Merit) System 
5. Teshuvah (Behaviour Management) System 
6. Anti-Bullying 
7. Student Leadership 
8. Appendix 

SCHOOL EXPECTATIONS 

Beliefs 

1. We should treat all people with kaf zechot (judge favourably and with an equal measure of merit). 
2. We provide a co-operative, caring and supportive environment in the whole school 
3. The School implements measures designed to promote the safety and wellbeing of students. 
4. The development of self-discipline requires commitment and consistency, and is a team effort involving the parents, school staff and students. 
5. Each member of the school community (students, staff and parents) should have an understanding of the Student Wellbeing Policy. 
6. In order to have a safe and efficient school environment where students can learn effectively, there need to be guidelines for student behaviour that are clearly communicated and reinforced. 
7. Each member of the school community has rights and responsibilities and must accept responsibility and the consequences of his/her own behaviour. 
8. Each person in our school community has the right to have a feeling of being safe and valued 
9. Each person in our school community has the right to feel they belong, and are able to be successful and happy.    
10. In order to provide all students with a positive educational environment, we will not tolerate students undermining another student’s welfare or learning; “Emanuel says no to bullying”. 
11. Appreciation and recognition of good behaviour is important. 
12. Students are required to abide by the School’s rules and follow the directions of teachers and other people with authority delegated by the School.  
13. Efforts must be made to maintain a student’s dignity during and after consequences have been issued in order to ‘move on’ positively and productively. 
14. Physical/corporal punishment of any description has no place at Emanuel. 

Rights and Responsibilities 

Staff Rights and Responsibilities 

Parent Rights and Responsibilities 

1. To have children in a safe, caring environment. 
2. To be able to communicate with teachers about their children’s progress
3. To be informed about curriculum and extra-curricular activities 
4. To be informed of School events and policies. 
5. To expect that the School is working towards appropriate outcomes that will meet the child’s needs. 

1. To uphold the Jewish ethos of the School. 
2. To know and support the School’s mission statement and policies. 
3. To arrange a mutually acceptable time for parent/teacher conferences and to act on the information received. 
4. To bring concerns to the teachers promptly, following the School’s protocol. 
5. To have fair expectations of the School, its teachers and staff members. 
6. To take an interest in School activities and to take note of School correspondence. 
7. To respect the privacy of teachers and the sanctity of the teacher/student relationship.  
8. To work collaboratively with teachers in addressing specific concerns. 

Derech Eretz (Social Graces) 

• Greet staff members and visitors appropriately. 
  “Hello, welcome to our School”, “Good morning”. 
• Always respond when greeted by someone.
  It never hurts to be the first to greet someone. 
• Allow adults to go through the door first. 
  Step aside and invite them to go first. 
• Ensure doors or thoroughfares are clear of bags.  
  They can be a dangerous hazard. 
• Avoid standing and blocking thoroughfares. 
  It is just a common courtesy to enable others to move freely. 
• Always be aware of the volume of one’s voice. 
  If your voice is louder than everyone else’s, you need to moderate it. 
• Be mindful of the impact one’s voice is having on others.
  Are you interfering with other children’s learning? This applies when you are in the classroom and also when you are walking around the campus. 
• Look at the person who is speaking to you or your group. 
  It makes communication so much more meaningful. 
• Remember manners such as ‘Please’ and ‘Thank you’. 
• Use a firm handshake. Look at the person whose hand you are shaking. 
• Be respectful. Do not speak when a teacher is talking or during formal occasions such as prayers or anthems. 
• Be polite if others are involved in a conversation and you need their attention.
  Wait and ask for permission to speak. “Excuse me Mr or Mrs…” is always a good start. 
• Enter all classrooms and offices in a polite manner.
  A knock before entering certainly helps. Wait for the teacher to acknowledge you or till he/she is free before speaking. 

WELLBEING 

• Habit 1: Be Proactive
  Take initiative and then take responsibility for your choices and the consequences that follow.
• Habit 2: Begin with the End in Mind
  Consider your goals and values and strive towards choices that align with these.
• Habit 3: Put First Things First
  Prioritise, plan and work towards your goals in a logical, productive manner. 

• Habit 4: Think Win-Win
  Genuinely work hard to solve problems in a way that values and respects all people involved.
• Habit 5: Seek First to Understand, Then to be Understood
  Use empathic listening to create an atmosphere of caring, and positive problem solving. 
• Habit 6: Synergize
  Combine the strengths of people through positive teamwork to achieve goals. Self Renewal

Rejuvenation and relaxation

• Habit 7: Sharpen the Saw
  Take time to rejuvenate, relax and consider things with renewed energy. 

MINDFULNESS 

KEY PERSONNEL RESPONSIBLE FOR WELLBEING 

Classroom Teachers 

Head of Primary and Deputy Head of Primary 

School Counsellors 

KAVOD (HONOUR) SYSTEM 

Emanuel School Merit Program 

Honour Certificate Progression 

• 1 Distinction results in Bronze Mensch badge 
• 2 Distinctions results in Silver Mensch badge 
• 3 Distinctions results in Gold Mensch badge 

House Points 

TESHUVAH SYSTEM 

General Guidelines 

Procedural Fairness 

• Know the allegation and any other information which will be taken into account in considering the matter 
• Know the process by which the matter will be considered 
• Respond to the allegations 
• Know how to seek a fair review of a decision made in response to serious allegations that may lead to suspension or expulsion 
• Impartiality in an investigation and decision-making and an absence of bias by a decision maker. 

Process for Using The Teshuvah System 

• Open Edumate 
• Go to the plus sign in the top right hand corner 
• Select Welfare  
• Select Discipline 
• Add the name and class of the child
  • Select What Happened
  • What has happened?  
    • Homework
    • Diary
    • Uniform
    • Punctuality
    • Attitude to learning
    • Relationships with others 
    • Respect
    • Other 
• Fill out the Details box (this also needs to be emailed to the class teacher) 
• Select the Teacher Response (you can choose more than one) o Teacher to meet with child to complete a reflection o Teacher to contact parents o Reflection at lunchtime o Behaviour monitoring systems o DHOP contact parents o DHOP meet with parents o Refer to Head of Primary o Other 
• The class teacher will then stamp the student diary and note what happened. 
• Each week a report summarising the weekly discipline record will be discussed by the Wellbeing Committee.  

Steps In the Teshuvah Process 

1. Reflecting upon/understanding the situation and the impact of behaviours/choices 
2. Apologising/expressing regret where necessary and repairing any harm 
3. Accepting and completing any consequences 
4. Refraining from repeating the same behaviours 

Primary School Rules 

1. Line Up and Enter Quietly: Wait for your teacher and enter quietly 
2. Be Ready: Have all your equipment ready for the lesson 
3. Listen: To your teacher and your peers 
4. Follow All Instructions: To be your best learner 
5. Speak Well: Use positive words, choose the right time and way to talk 
6. Raise Hands: To ask or answer questions 
7. Personal Learning Space: Think about your body position 
8. Respect Others: Care for others, use manners, be polite 
9. Fair Play: Hands off play 
10. Play Safe: Play in bounds, no hat no play 
11. Mobile Phones: Switched off, in bags, only used after school for pick up arrangements 

SUSPENSIONS AND EXPULSION 

In-School and At Home Suspensions 

Procedures for suspension: 

• DHOP has a conversation with the student (and possibly other people involved) to understand their perspective, provide feedback on their behaviour and explain why they have reached the level of a suspension. This conversation is done privately and discretely.  
• The student is given an opportunity ask any questions so they understand the decision.  
• DHOP contacts the student’s parent/s to inform them of the decision. The parent/s are given an opportunity to ask any questions so they can understand the decision. The focus of this conversation is collaboration so the parents can support the consequence in order to optimise student learning and growth.  
• Whenever possible, the suspension takes place the subsequent day. This reduces the sense of anticipation for the student.  
• For an in-school suspension, the student works independently in the DHOP office on learning activities set by their class teacher. The DHOP spends some time with the student reflecting on their behaviour and making a proactive plan for the future. The duration of this reflection depends on the length of conversations prior to the suspension. It may be the case that there have already been detailed discussions with the student previously.  
• If the DHOP cannot supervise the student on suspension for a part of the day, they may be asked to work in a different space such as the Primary Office or SLC. 
• Following a suspension, the student may have a session with the School Counsellor to assess whether further support in this domain is required to support further growth and development.  
• Teachers do not communicate or discuss the student’s consequences with their peers. This is to respect the privacy of the student. A discussion about a suspension may take place amongst a staff team (for example Year 6 teachers) or the Wellbeing or Welfare staff teams.  
• An at-home suspension may be issued for a number of reasons including: as an escalation from in-school suspensions, the safety of students or teachers is in question, supervision at school is not possible, a child’s on-going enrolment is under discussion,  
• Students in Year 6 who are issued with a suspension may be asked to step down from their leadership position for a period of time or event. In extreme situations, a child may have his/her leadership role taken away permanently. 

Expulsion 

Procedures for expulsion: 

• DHOP and HOP meet with the Principal to discuss the student behaviours. This conversation may also involve the School Counsellors.  
• The student’s parents will be asked to meet with the Principal, HOP and DHOP. 
• This meeting may also involve the School Counsellors.  
• The staff team discuss the student behaviours with the parents. The parents are given the opportunity to ask any questions to gain further clarification. The parents may also have additional information of a different perspective that they wish to share with the staff team.  
• In this meeting it is likely that the Principal gives the parents a preliminary decision. The parents then have a right of reply to provide any additional information that may be pertinent to the final decision.  
• DHOP, HOP or Principal may also have a conversation with the student to understand his/her perspective, provide feedback on the behaviour. This conversation will be done privately and discretely.  
• The student will be issued with an at-home suspension during the decision making process. During this time the class teachers provide learning activities for the student to do at home.  
• The Principal contacts the student’s parents to inform them of a final decision. This is formalised in writing. 
• The parents and staff team may consider it worthwhile for the student to have an opportunity ask any questions in order to understand the decision. This will be done in a separate meeting, if appropriate. 
• Following an expulsion, the parents may request that the staff team assist with a transition to a new school. This is at the discretion of the parents. The DHOP or HOP are able to provide handover information to a new school or psychologist if the parents feel this would be beneficial. 
• Teachers do not communicate details or discuss the student’s consequences with 
• their peers. It is likely that teachers will need to inform the cohort that the child has left the school. This is common practice whenever a child leaves under any circumstances. This is done in a manner that respects the privacy of the student. A discussion about an expulsion may take place amongst a staff team (for example Year 6 teachers) or the Wellbeing or Welfare staff teams.  
• Examples of higher level behaviours that may result in an expulsion include extreme physical violence or aggression, significant misuse of technology, bullying or harassment, behaviours that are sexually inappropriate, very unsafe behaviour, breach of privacy or an act that is illegal

TECHNOLOGY USE 

iPad Golden Rules 

1. Only use apps that form part of the learning activity. 
2. Only use school email and airdrop for communication related to learning (ask for permission). 
3. Only play educational games at school. 
4. Close your case when requested by your teacher (by the count of five). 
5. Store your device in the iPad trolley at the end of the day and plug it in for charging. 
6. Only use your iPad during teacher directed learning time. 
7. When walking your iPad must be closed. 
8. iPads are not to be used at lunch unless you are completing a learning task with a teacher. 
9. Do not listen to recreational music when using your iPad. 
10. Use the photo/video/audio functionality of device appropriately. Always ask permission before taking or sharing photos or videos. 
11. Use the internet responsibly. Remember that teachers have the right to search internet history, camera roll images and downloaded apps. Students are not to clear internet history. 

In a week: 

1. Two golden rules broken: iPad taken for the day and a note in diary or email to parents. 
2. Four golden rules broken: Technology Reflection with class teacher. 
3. Extreme infringement will lead to immediate consequences. 

MOBILE PHONE RULES 

• K-6 students are not to use mobile phones before school or during the school day 
• K-6 students store their mobile phones in their school bags during the day 
• Students can only use mobile phones after school to contact parents/carers regarding pick-up arrangements 
• Any mobile phone that is out during the day should be confiscated from the student and taken to the Deputy Head of Primary’s office 
• Confiscated mobile phones can be collected from Deputy Head of Primary’s office in the afternoon 
• Repeat offenders will have their phone confiscated for longer periods of time and parents will need to come and collect the phone from Deputy Head of Primary’s office 

ANTI BULLYING 

Purpose 

• Physical: hitting, pushing, tripping, kicking, spitting on others etc 
• Verbal: teasing, using offensive names, ridiculing, spreading rumours etc 
• Non-Verbal: writing offensive notes or graffiti about others, using e-mail or text messaging to hurt others, rude gestures etc 
• Exclusion: deliberately excluding others from a social group and group activities, refusing to sit next to someone etc 
• Extortion: threatening to take someone’s possessions, food or money etc 
• Property: stealing, hiding, damaging or destroying property etc 
• Cyber: any form of bullying which is carried out through electronic means such as mobile phones, email, chat room, social networking, ‘sms’, web page etc 

Prevention 

Strategies 

• Explicit teaching of positive behaviours embedded within the personal development curriculum using the 7 Habits of Highly Effective People to foster positive relationships, conflict resolution, resilience and proactive bystander action. 
• Regularly recognising and acknowledging students who demonstrate appropriate behaviours that promote and restore healthy relationships. We encourage students to use restorative strategies to ensure they are making amends and improving their relationships.  
• Buddies are used to foster positive cross-age relationships within the School.  
• Vigilant classroom, playground and transition supervision. Provision of safe and structured playground spaces and activities at break times. 
• PRAQ questionnaires (Ken Rigby) and school-developed questionnaires are used to gather data and identify both positive and negative patterns of behaviour in individuals and groups.  
• The five-finger approach that encourages students to ignore, speak to a friend, walk away, speak firmly and report it. 
• Each year we promote Anti-Bullying Day by running a number of whole school activities and lessons in classes.  

• Take some positive action to stop the bullying if they observe an incident by using the five-finger Approach 
• Report the bullying incident to a teacher as soon as possible 
• Make it clear to their peers that bullying is not accepted 

• Take some positive action to stop the bullying when they observe an incident  
• Pass on information about any reported or observed bullying behaviours to the class teacher / school counsellor / DHOP / HOP 

• Listen to their child and encourage their child to speak to their teacher. 
• Contact the school if they have a concern (class teacher / school counsellor / DHOP / HOP).    

Response 

1. Guidance and other support for the recipient of the bullying (eg re-skilling and reteaching of strategies, resilience and social skills, counselling, conflict management skills, social net working etc).  
2. Guidance and support for ‘bystanders’, ‘supporters’ and witnesses of the bullying (eg intervention strategies etc),  
3. Age appropriate and consistent restorative consequences for students involved as necessary (eg consistent with school Student Management Policy). 
4. Where appropriate informing parents as stated in the policy and involving them in any action and follow up.   
5. Sigificant consequences for ongoing or severe instances of bullying.  

Investigation and Follow Up 

• Preliminary interview(s) will be conducted to ascertain the specific nature of the bullying.  These interviews should be with individuals initially (ie student being bullied, students witnessing bullying, student engaging in bullying behaviour, staff etc).  
• The initial interviews should focus on the safety of individuals. This should include:   
  • a clear statement that reinforces that Emanuel School does not tolerate bullying. o a risk assessment to ascertain the risks to the student making the allegation, the student about whom the allegation has been made, students who are bystanders and staff.  
  • immediate preventative actions that will be implemented to avoid further incidents.  

• Relevant staff members will be informed about the incident, consequences and the follow up needed.  
• Follow-up meetings with relevant staff members should focus on appropriate strategies to assist and support all involved. This will specifically identify the inappropriate behaviours, name the replacement behaviours, outline strategies to support the replacement behaviours and reinforcers (both negative and positive) when behaviours occur.   
• A record of the separate interviews should be kept (where?).   
• Regular monitoring and follow up with the students involved is necessary. 
• Review of the situation will take place to modify strategies and supports.   
• Review of instances involving bullying may lead to changes to school practice and procedure.  
• Any further recurrence of bullying may result in an issue of warning re suspension and could lead to the implementation of suspension procedures and, if necessary, removal of the student from Emanuel School.    

Appendices 

STUDENT LEADERSHIP 

Student Leadership (K-6) 

1. Student Representative Council (SRC) 

2. Year 2 Buddy Reading Program 

3. School Captains (Madrichim) and Year 6 Leadership Program 

Election Procedures 

• What qualities do you posses that you believe will assist you in being a good leader? 
• What challenges/difficulties do you think Primary Madrichim face? 
• What initiatives would you like to introduce if you were assigned the role of Madrich/Madricha? 

Main Responsibilities of Year 6 Leaders 

What can I do to stop bullying?