Student Wellbeing and Engagement Policy
Consultation with College Council: December 2024
Approved By: Principal and College Council
Date of Review: December 2026
Page Contents
Purpose, Scope
Purpose
The purpose of this policy is to ensure that all students and members of our school community understand:
Our commitment to providing a safe and supportive learning environment for students.
Expectations for positive student behaviour.
Support available to students and families.
Our school’s policies and procedures for responding to inappropriate student behaviour.
Templestowe College is committed to providing a safe, secure and stimulating learning environment for all students. We understand that students reach their full potential only when they are happy, healthy and safe, and that a positive school culture helps to engage students and support them in their learning. Our school acknowledges that student wellbeing and student learning outcomes are closely linked. The objective of this policy is to support our school to create and maintain a safe, supportive and inclusive school environment consistent with our school’s values.
Scope
This policy applies to all school activities, including camps and excursions. The School Principal and delegates are ultimately responsible for the interpretation of the policy. The following resources should be consulted to determine the legal responsibilities for all members of the school community:
Equal Opportunity Act 1995
Charter of Human Rights and Responsibilities Act 2006
Disability Discrimination Act 1992 (in conjunction with DEECD Disability Standards for Education 2005)
Education and Training Reform Act 2006
Education Act 1958
Policy
School profile
Templestowe College is a leader in innovative and progressive education. Having transformed the school from a school of last resort to a thriving community, we now have approximately 1250 students and demand outstrips supply. We continue to improve and innovate by having a clear focus on both “core” work and “explore” work. In 2023, Templestowe College was named Australian Government Secondary School of the Year, and one of our staff members was named the Australian Government Secondary School Teacher of the Year. In the same year, the school was shortlisted as a finalist in the Victorian Education Excellence Awards in the Provision for High Ability Students category.
The learning environment is not one where education is done `"to" students. Rather, learners take increasing responsibility to drive their own educational decisions and directions as they grow in age and maturity. This is done in consultation with their parents and a supportive staff community that guide the learner keep them accountable.
To acknowledge the amazing work and growth of students Templestowe College has developed a new model of assessment where students are assessed and recognised according to Expanded Measures of Success, beyond traditional measures. Students can measure their progress across a range of transferrable skills.
The school is fully compliant with the F-10 Victorian Curriculum Guidelines and the school was reviewed as having met the VRQA requirements as part of the School Review Process.
Innovations @ Templestowe College
Templestowe College is significantly different by design. We seek for students to take control of their learning rather than wait to have education done to them. What is on offer is different from the norm and to access the program offerings many students travel significant distances.
All students have their own 5 year Individualised Learning Program developed with the support of parents/carers.
Students in Entry class (Year 7 equivalent) select 1/3 of what they study from a range of over 30 electives.
Students are not referred to by year level and instead operate within the Flexible Learning Environment, where they are able to select their program from more than 150 subject options, signed off by the Principal and their parents/carers in accordance with Victorian Curriculum and VCAA requirements.
Students are able to complete their schooling between 4 and 7 years based on individual needs. The rate that students move through their schooling is based on ability, not the year that a student was born. Students can attempt VCE subjects after Entry class requirements are completed.
All students have the option to complete their Victoria Certificate of Education (VCE) or Vocational Major (VM) certificate over three or more years.
Students can enrol in a university extension subject whilst still at school.
Students are involved in staff selection panels. The AEU has been consulted regarding this.
The school runs a Montessori Adolescent Program (MAP) with around 50 students in these groups.
We have approximately 50 international students at the school and our own on-site Language Centre.
There are no bells, just like in the world outside of school.
Students refer to staff by their first name and students and staff are treated with respect and equality.
The school has a dress code and not a uniform. This has been produced based on academic research.
Wherever possible rules are written in such a way as they apply equally to students and staff.
Students are employed in a range of positions including cleaning, tutors for other students, maintenance, administration support, IT helpdesk, photography, graphic arts, café and canteen assistants, social media managers and many more.
Yes is the default. That means that if a student, parent/guardian or staff member has a suggestion or request, the answer has to be yes, unless doing so would take too much time, too much money, or negatively impact on somebody else. Whilst we do have a structure that already allows students a lot of flexibility, we are happy to make adaptations and we welcome new suggestions and ideas.
The school has a well-established tradition of celebrating diversity in all its forms.
The Principal Team have an open-door policy for all students and staff.
School vision and values
Vision
Templestowe College is committed to providing a safe, secure and stimulating learning environment for all students
“To challenge the status quo, so that everyone is empowered to learn”
Values
We Believe:
Learning is more than just acquiring knowledge. It is a personal, exciting, lifelong journey. School is a place to discover and pursue your passions which contribute to the greater good.
High quality teaching and learning is student-centred and relationship driven, where support and challenge empower all to be the best that they can be.
Success comes in many forms and growth and achievement are to be recognised and celebrated.
Our Values – Empowered Learners
The elements we value that lead to empowered learners are:
Agency - having the ability to be involved in setting the parameters of your own learning
Relationships - having meaningful interactions with your peers and all other members of the Community
Understanding - knowing that your individual needs and circumstances are considered when designing your learning
Success - being challenged by the learning to experience personal growth
Authenticity - doing real things that matter
How we do what we do
Creating opportunities
Embracing new ideas
Supporting and empowering people
Fostering an inclusive and supportive community
Thinking outside of the box and remaining flexible
Valuing everyone equally
Rights and responsibilities
All members of our school community have a right to experience a safe and supportive school environment. We expect that all students, staff, parents and carers treat each other with respect and dignity. At Templestowe College we celebrate diversity and inclusion in all forms be that age, race, culture, ability, sexuality and gender.
Our school’s Statement of Values highlights the rights and responsibilities of members of our community.
Students have the right to:
Participate fully in their education in an environment free from bullying, harassment, violence, discrimination or intimidation. Offensive language and behaviours that make any members of our community feel unsafe will not be tolerated at Templestowe College.
Feel safe, secure and happy at school.
Have fun, work and play in a safe, respected and supervised environment.
Everyone has the right to express their ideas, feelings and concerns in a respectful manner and have their concerns heard and acknowledged.
Students who may have a complaint or concern about something that has happened at school are encouraged to speak to their parents/carers and/or approach a trusted teacher or a member of the school leadership team. Students have access to a Templestowe College feedback email that is monitored by the Principal or can contact the Principal Team via Microsoft Teams.
It is the right of any Templestowe College community member to appeal any process or outcome but until determined, the existing process or decision must be followed.
Feel valued and part of the Templestowe College Community.
Students have the responsibility to:
Participate fully in their educational program by arriving in class prepared, on time and willing to engage with the class content.
Bring a suitable device, adequately charged to every class. Technology assists learning and helps people stay connected. Students are expected to access their email and/or Teams daily. Technology should not interfere with anyone’s learning, as such students are expected to follow the advice of their teachers regarding the appropriate use of technology within each lesson, including listening to music. (Digital Learning Policy) Mobile phones have been banned in Victorian schools since the beginning of 2020, as such they must not be used during regular school hours (Mobile Phone Policy).
Respect the right of others to learn.
Display positive behaviours that demonstrate respect for themselves, their peers, their teachers and members of the school community.
Show respect to each other at all times, and embrace and celebrate individual difference.
Speak up to ensure that others feel safe. Bullying and harassment will not be tolerated – see Bullying Prevention Policy. Breaches in relation to adhering to the law in relation to acts of physical and/or sexual violence will be dealt with via the suspension and or expulsion protocols of Department of Education.
Adhere to the Templestowe College dress code – Dress Code Policy. Templestowe College does not have a compulsory school uniform. All members of the Templestowe College community are expected to dress in clothing appropriate to the working conditions and work they are doing.
Keep everyone’s personal belongings, and school property safe and secure. We like to work in a nice environment. Let’s work together to keep our gardens, buildings and school equipment clean, graffiti free and in good condition. If you see something that is wrong or dangerous, if it is safe to do so fix it, or let a staff member in the general office know. To observe OHS guidelines, bags should not be left in any place where they could cause a tripping hazard, including doorways and walkways. Bag should instead be stored in lockers, under tables and in shelving provide in or near classrooms. Care must be taken to ensure cords and cables are not left across walkways.
It is important that we know where everyone is for safety and for personal accountability. Everyone must be in their allocated class as recorded on Compass. Anyone leaving the school must be signed out through the general office. Any student leaving a class must inform their teacher of their absences or their whereabouts outside the classroom.
Adhere to the law in relation to alcohol and other drugs at school – see the Smoking, Vaping, Alcohol and Drugs Policy. Breaches in relation to adhering to the law in relation to drugs, alcohol or cigarettes will be dealt with via the suspension and or expulsion protocols of the Department of Education. There will also be consequences for being in the presence of others who are smoking, vaping, drinking alcohol or taking drugs.
In relation to other behaviour expectations where the breach has been a significant one, or where the same or similar issue has occurred before and the behaviour has been repeated, some form of consequence will be negotiated as a way to ‘make it right’ or ‘give back’ to the Templestowe College community. Where agreement cannot be reached and the breach falls within the Department of Education disciplinary guidelines, it may be necessary for a Principal to implement an appropriate sanction.
Inclusion and diversity
At Templestowe College we celebrate diversity and inclusion in all forms be that age, race, culture, ability, sexuality and gender. Templestowe College is committed to creating a school community where all members are welcomed, accepted and treated equitably and with respect, regardless of their background or personal attribute so that they can participate, achieve and thrive at school.
Templestowe College celebrates the diversity of backgrounds and experiences in our school community, and we will not tolerate behaviours, language or practices that label, stereotype, vilify, or demean others. We will:
Ensure that all students and members of our school community are treated with respect and dignity.
Ensure that students are not discriminated against and are actively accommodated to participate in education and school activities (eg schools sports, concerts, excursions, incursions, camps).
Acknowledge and respond to the diverse needs, identities and strengths of all students.
Encourage empathy and fairness towards others.
Challenge stereotypes that promote prejudicial and biased behaviours and practices.
Contribute to positive learning, engagement and wellbeing outcomes for students.
Ensure that students have access to and the choice to utilize the bathroom facilities they are most comfortable with.
Templestowe College is committed to providing an inclusive, supportive and nurturing community in which diversity is valued and celebrated. Our innovative curriculum and culture of excellence creates a stimulating learning environment that engages and challenges students to achieve personal success and make positive contributions to society.
All schools have a legislated obligation to make reasonable adjustments to accommodate students with disabilities. A reasonable adjustment is a measure or action taken to assist all students to participate in their education on the same basis as their peers. Reasonable adjustments will be made for students with disabilities through the Student Support Group processes in consultation with the student, their parents or carers, their teachers and if appropriate, their treating practitioners. Templestowe College has a Leading Teacher – Integration to manage the broader learning programs of students with additional needs within the Templestowe College context. This role helps to empower Templestowe College students with additional learning needs to claim greater agency over their own educational experiences, and they will work with staff in removing potential barriers to education, which students with additional learning needs might experience.
Bullying, harassment and other forms of inappropriate behaviour targeting individuals because of their personal attributes will not be tolerated in our school community. Students who may have experienced or witnessed this type of behaviour are encouraged to speak up and let their teachers, parents or carers know about those behaviours to ensure that inappropriate behaviour can be addressed. Templestowe College will take appropriate measures to respond to discriminatory behaviour or harassment at our school. Students that are involved in bullying or harassing others on the basis of their personal attributes will be supported to understand the impact of their behaviour.
Student Wellbeing and engagement stategies
Templestowe College realises our vision and philosophy through a range of evidenced-based initiatives that seek to challenge the old paradigm of education. All students individualise their educational program to meet their needs and are given the opportunity to flourish during their time at Templestowe College. Individual programs are developed collaboratively between the school, student and parents/carers. We recognise that all students need support in varying degrees to realise their dreams. The Templestowe College community is committed to continuing our positive relationships and ensuring a positive and productive learning environment for all. These strategies have been developed to ensure that no student slips through the cracks and are given every opportunity to engage and succeed in a suitable pathway.
Templestowe College has developed a range of strategies to promote student wellbeing, student engagement, positive behaviour, an inclusive and safe environment and respectful relationships for all students in our school. We recognise the importance of student friendships and peer support in helping children and students feel safe and less isolated. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn.
Templestowe College employs a multi-tiered structure of support incorporating:
Tier 1 Whole school approaches
Tier 2 Targeted (cohort/year/group specific) approaches
Tier 3 Individual (student specific) engagement strategies
Tier 1 - Whole School Approaches
Whole-school strategies to promote positive behaviour, mental wellbeing and inclusion for all students.
Templestowe College has a community focus, where students feel known and cared for, celebrated for who they are and supported by all members of the community in their learning.
High and consistent expectations of all staff, students and parents/carers. Our goal at Templestowe College is to always work respectively and in collaboration with students, parents, carers, advocates and other members of the school community. These expectations can be seen in our Templestowe College Values.
The One-Person Policy - Respect is very important to us, and regardless of whether you are in the Entry class, a Graduate, a staff member or the Principal, we are all deserving of equal respect.
Templestowe College does not have year levels. This vertical learning structure provides opportunities for students with like interests to study together thus providing cross-age connections.
Prioritising positive relationships between staff and students, and recognising the fundamental role this plays in building and sustaining student wellbeing through the Templestowe College Community model.
The Community model at Templestowe College ensures students develop a deep sense of belonging and connectedness to the school, teachers and fellow students. This involves the establishment of a highly unique vertically structured Community model where each student is part of one of four colour Communities (Blue, Gold, Green or Red) and is supported by their Connect Mentor and Community Executive Team (comprised of a Community Director, Community Leaders and Youth Workers). Community Executive Teams lead these communities through a collaborative leadership approach. Our layers of support mean that between the Connect mentor and Community Executive Team, every student in the school has a minimum of three members of staff connected with them.
As a Community of 300, there are more opportunities for real student leadership capacity building for more students.
Our Student Services space in S Wing enhances the connection between our Community Executive Teams and Specialist Wellbeing Services Team in their supporting of students. This encourages a uniquely collaborative approach and enhances best practices across the teams.
The Connect program combines learning and wellbeing. Its aim is to engage and connect all students with their peers, within and across a community, creating a feeling of support and connectedness with the school and to one another. Connect time supports all students to ultimately take control of their learning which is non-standard curriculum-based, working with Connect Mentors, Community Leaders and Community Directors to co-create high-quality inclusive learning experiences. Connect integrates the development of each student around social-emotional learning and careers education. Additionally, it integrates the development of general capabilities and real-life work skills for each student. Connect provides multiple and ongoing leadership opportunities for students within a group, between groups and across a community, as is developmentally suitable, informed and agreed.
Welcoming all parents/carers and being responsive to them as partners in learning.
Templestowe College delivers a broad range of curriculum to ensure that students are able to choose subjects and programs that are tailored to their interests, strengths and aspirations. Templestowe College delivers over 120 choices of study including Montessori Adolescent Pathway (MAP), Elite Sports Development Program for Basketball (ESDP), VCE, VCE VM and VET options and university extension subjects.
Carefully planned transition programs to support students moving into different stages of their schooling both within the school and as they move beyond Templestowe College. This includes orientation evenings and programs for Entry students, tours of the school, transition and information evenings and student mentors for students entering during the year or entering above Entry level. The Entry camp is supported by student leaders to help the transition of students in their first year at Templestowe College.
All students will be assisted to develop a 5-year Individual Learning Plan (ILP) and a Career Action Plan, with targeted goals and support to plan for their future.
Teachers at Templestowe College work together to ensure consistency of curriculum within subjects and to ensure that evidenced-based, high yield teaching practices are incorporated into all lessons. Regular Staff professional development supports this.
Teachers at Templestowe College adopt a broad range of teaching and assessment approaches to effectively respond to the diverse learning styles, strengths and needs of our students and follow the standards set by the Victorian Institute of Teaching (VIT).
Monitor student attendance and implement attendance improvement strategies at a whole-school, cohort and individual level. All absences not recorded by parents/carers result in contact with home by the relevant Community team and/or Attendance Officer.
Analysing and being responsive to a range of school data such as attendance, Attitudes to School Survey, parent/carer survey data, student management data and school level assessment data.
We will always continue to look to move beyond Student Voice towards Student Agency, a cornerstone of what has made our school a place where young people thrive and feel valued.
Students have the opportunity to contribute to and provide feedback on decisions about school operations through student focus groups, Community meetings, students on curriculum planning meetings and Connect. Our Principal Team are intentionally visible and accessible by all members of the community. Students are encouraged to speak with their teachers, Connect mentors, Community Leaders and Directors, and the Principal Team whenever they have any questions or concerns.
Templestowe College offers students the opportunity to socialise and build connections with peers through a range of programs including inter- and intra-school sports, peer support programs, interest-based camps, music events and drama productions open to all. Templestowe College also offers informal opportunities for student inclusion through Templestowe College clubs, recess and lunchtime activities and involvement in school-based activities.
Templestowe College is committed to gender inclusivity with the provision of All Gender toilets conveniently located around the College campus.
We have measures in place to empower our school community to identify, report and address inappropriate and harmful behaviours such as ableism, homophobia, racism, sexism, transphobia and other forms of discrimination or harassment.
Ongoing policy development and research undertaken by the school management team in collaboration with the Specialist Wellbeing Services Team.
We engage in school wide positive behaviour and wellbeing support with our staff and students, which includes programs such as:
Respectful Relationships
PROTECT/Child Safe
Safe Schools
Community Understanding and Safety Training (CUST) initiative
Navigator Program
School Focused Youth Service
Manningham Youth Services
Headspace
TC Queer Club
All students are welcome to self-refer to the Specialist Wellbeing Services Team, Community Executive Team, Assistant Principal and Principal if they would like to discuss a particular issue or feel as though they may need support of any kind. We are proud to have an ‘open door’ policy where students and staff are partners in learning.
Tier 2 - Targetting approches
Targeted, population-specific strategies, designed to address concerns in specific cohorts. These are pro-active strategies and include prevention, intervention and postvention strategies.
Our English as an additional language students are supported through our EAL program, and all cultural and linguistically diverse students are supported to feel safe and included in our school including through targeted care and support from the International Team, along with their Community Executive Team. The International Students area is a safe space for students to spend time with one another and to seek support from the team. The International Program provides co-curricular activities to ensure students are immersed in the Templestowe College community. students enrolled under the Department of Education’s International Student Program are supported in accordance with our legal obligations and Department policy and guidelines at: International Student Program
Students from refugee backgrounds will have an Individual Education Plan (IEP), including any adjustments and/or accommodations required, and individual learning goals. Regular Student Support Group meetings will be offered to review goals and achievements, and families will be provided with other relevant resources and support services through the Community Executive Team and/or the Specialist Wellbeing Services Team.
Staff will apply a trauma-informed approach to working with students who have experienced trauma.
All FLE3 students (Year 10s) and above will be assisted to develop a Career Action Plan, with targeted goals and support to plan for their future. Templestowe College assists students to plan work experience, supported by the Career Action Plan.
All students supported by the Program for Students with Disabilities (PSD) and the Disability Inclusion Program (DI) will be allocated assistance from Educational Support staff and/or other resources as required to ensure they are able to access education in the least restrictive environment. We have Learning Support Leading Teacher, qualified within special education, who oversees this program.
All students with a disability or specific-learning need will have an Individual Education Plan (IEP) developed with their Student Support Group, including any adjustments and/or accommodations required, and individual learning goals. Regular Student Support Group meetings will be offered to review goals and achievements.
All Indigenous students will be connected with our Indigenous Support Advocate and assisted to develop an Individual Education Plan and have regular Student Support Group meetings, where a Koorie Education Support Officer (KESO) will also be present. Indigenous students will be invited to a range of cultural opportunities both within and external to Templestowe College to connect with other Indigenous students and maintain their connection to culture.
We provide a positive and respectful learning environment for our students who identify as LGBTIQA+. Templestowe College works with students wishing to affirm their gender identity by preparing and implementing a Gender Affirmation Support Plan in consultation with the student and their parents or carers, where possible.
All students in Out of Home Care (OoHC) are supported in accordance with the Department’s policy on Supporting Students in Out-of-Home Care. The Assistant Principal – Community and Wellbeing is the school’s Designated Teacher who oversees all school supports for students in OoHC. Students will also be appointed a Learning Mentor, have an Individual Learning Plan and will be referred to Student Support Services for an Educational Needs Assessment. The Designated Teacher (Assistant Principal) and Director of Specialist Wellbeing Services will liaise with LOOKOUT on other ways to best support students.
Templestowe College encourages and assists students to plan work experience at any time throughout the year. The Pathways team support students to find and maintain relevant and appropriate work experience.
Wellbeing and Health Promotion staff will organise and run health promotion and social skills development in response to needs identified by student wellbeing data, classroom teachers or other school staff each year. These Tier 2 programs are opt-in programs and are often run over a number of weeks by either Templestowe College staff or external providers.
Tier 3 - Individual approaches
Evidenced-based, student-specific engagement strategies that support and promote individual engagement, consistent attendance at school and optimal social, emotional and physical wellbeing. These interventions are considered and applied on a case by case basis.
Templestowe College provides all students with the opportunity to participate in comprehensive Social and Emotional Learning (SEL) through our Connect program sessions. However, some students require additional support from time-to-time.
Templestowe College invests significantly in the wellbeing of our students through our Specialist Wellbeing Services Team. The team includes the Director of Specialist Wellbeing Services, social worker/s, psychologist/s and a Mental Health Practitioner (the Department of Education’s Mental Health Practitioner in Schools Policy).
The Templestowe College Community model allows Community Teams to build constructive relationships with students at risk, or students who are vulnerable due to complex individual circumstances.
Community Executive Teams meet regularly with the Specialist Wellbeing Services Team to discuss individual student’s circumstances, identify needs and develop support strategies that can be put in place such as:
Engagement with parents/carers to discuss how best to help the student engage with school. This may be through phone calls, emails, meetings or Student Support Group meetings.
Developing Behaviour Support Plans, when appropriate, to scaffold the development of positive classroom behaviour.
Considering if any environmental changes need to be made, for example changing the classroom set up, timetabling for student needs/access and altering the environment to provide greater access and reduce the barriers to education.
Referring the student to:
School-based wellbeing supports.
Student Support Services within the Department of Education and Training.
Appropriate external supports such as council-based youth and family services, other allied health professionals, Headspace, Child and Adolescent Mental Health Services (CAMHS), Department of Families, Fairness and Housing and The Orange Door.
Re-engagement programs such as Navigator.
Every student’s educational journey is unique and as such Templestowe College provides extensive post-secondary school pathway support for students. Senior students are supported by a Grad mentor during their final year of school. Students are offered a range of options for completing their VCE, including the option to complete the VCE without gaining an ATAR. Where appropriate students may select to undertake subjects in unit 3 and 4 as non-scored.
Where necessary the school will support the student’s family to engage by:
Being responsive and sensitive to changes in the student’s circumstances, health and wellbeing.
Collaborating, where appropriate and with the support of the student and their family, with any external allied health professionals, services or agencies that are supporting the student.
Monitoring individual student attendance and developing an Attendance Improvement Plans in collaboration with the student and their family.
engaging with our regional Koorie Engagement Support Officers
running Student Support Group meetings
Identifying students in need of support
Templestowe College is committed to providing the necessary support to ensure our students are supported intellectually, emotionally and socially. The Specialist Wellbeing Services Team plays a significant role in developing and implementing strategies to help identify students in need of support and enhance student wellbeing. Templestowe College will utilise the following information and tools to identify students in need of extra emotional, social or educational support:
Personal, health and learning information gathered upon enrolment and while the student is enrolled.
Attendance records.
Academic performance.
Observations by school staff such as changes in engagement, behaviour, self-care, social connectedness and motivation.
Attendance, Compass Chronicle and suspension data.
Engagement with families.
Self-referrals or referrals from peers.
Disability Inclusion Profile
Schools are required to meet legal obligations under Equal Opportunity Act (2010), the Disability Discrimination Act 1992 and the Disability Standards for Education (2005) to make reasonable adjustments to accommodate students with disability. These obligations apply to all students with disability, not just those who are eligible for support under targeted funding programs. Templestowe College is committed to embedding inclusive education throughout all of our programs for students with a disability and individual needs.
From 2025, Templestowe College will transition from the Program for Students with Disabilities (PSD) to the Disability Inclusion Model (DI). Students who have previously received funding under the PSD will continue to be supported within this system. The Disability Inclusion Model takes a strength-based approach and will help students and families identify the strengths, needs and educational adjustments schools can make for an individual student, utilising the Disability Inclusion Profile.
See here for more information about the Disability Inclusion Profile.
Templestowe College utilises Disability Inclusion and Program for Students with Disability resources where possible through the employment of specialist Education Support staff, the provision of professional development and ensuring school resources are accessible to all students. Students funded through these programs at the Tier 3 level will be allocated assistance from Educational Support staff, as required to meet the educational needs of the student. Students identified at the Tier 2 level under the new Disability Inclusion Model, will be supported through small group interventions. Our Leader of Inclusion is a qualified special education Leading Teacher who oversees this program.
Individual Education Plans and Student Support Groups
Students are eligible for an Individual Learning Plan under the following categories:
Diagnosed as having a disability (as assessed via DET Regional criteria).
In Out of Home Care.
Identified as Indigenous.
Having other complex needs that require ongoing support and monitoring.
Students require Individual Education Plans (IEP) for a multitude of reasons. This may be for physical as well as for cognitive reasons or there might be other factors which necessitate the creation of an IEP.
An Individual Education Plan (IEP) is developed with a student’s Student Support Group, including any adjustments and/or accommodations required, assessment modification and individual learning goals. The Individual Learning and Education Plan outlines a meaningful educational program with high expectations for the student.
Students with Individual Education Plans will be offered regular Student Support Group meetings to review their needs, goals and achievements.
A Student Support Group (SSG) is a partnership between schools, parents/carers, the student and relevant agencies. The group works together to plan and support the educational, health, social, cultural and emotional wellbeing of students with diverse learning needs. An SSG is responsible for developing and implementing an Individual Education Plan or Personalised Learning Plan.
Student Support Group meetings are required for all students:
Who are funded under the Program for Students with Disabilities or the Disability Inclusion Program.
In Out of Home Care (OoHC).
Who identify as Indigenous.
Students with Refugee status.
LGBTQIA+
Templestowe College is committed to providing a safe learning environment that is supportive and inclusive of all LGBTQIA+ students. Templestowe College supports LGBTQIA+ students by:
Providing a positive, supportive and respectful environment.
Respecting privacy and confidentiality in relation to all students.
Supporting students who want to affirm or transition their gender identity at school.
Challenging all forms of homophobia and transphobia to prevent discrimination and bullying.
Giving proper consideration to the impact of any requirement to participate in school activities according to gender identity or an assumption of heterosexuality (for example, school formals, sports activities, camps).
Inviting the young person and a family representative/carer to be part of the formulation of a Gender Affirmation Support Plan (in cases where the student is a mature minor, refer to the Department of Education’s Mature Minors and Decision Making Policy).
Templestowe College works closely with Safe Schools to ensure our policies and processes are anti-discriminatory, student-centred, evidence-based and up to date (see The Department of Education’s Safe Schools Program).
Gender affirmation Student Support Plans
Templestowe College works with students wishing to affirm their gender identity by preparing and implementing a Gender Affirmation Support Plan in consultation with the student and their parents/carers. In extreme circumstances, if there are protective concerns for the student within the home, consultation between the school and family will not occur.
The gender affirmation support plan considers the following:
Catering to the students’ affirmed gender identity.
That the support plan reflects this policy.
Adopting a commonsense approach.
Developing the support plan over staggered sessions to allow time for trialling and opportunities for adjustments to occur.
The best timing to undertake a gender affirmation process, such as term break.
Maintaining appropriate privacy and confidentiality — Templestowe College will consider the privacy of the student, and only share information to those who have an appropriate reason to know. In consultation with the student and their family, the school will determine which key staff members need to be advised in order to effectively support or teach the student. A member of the Specialist Wellbeing Services Team will be assigned as the student’s support at school.
The referencing of and recording of student’s affirmed name, gender identity, and pronouns (he, she, they, etc.).
The use of toilets, showers and change rooms that meet the needs of the student. This should be based on the student’s gender identity and whichever facilities they will feel most comfortable using. LGBTIQA+ students without a disability should not be required to use disabled toilets or facilities.
Developing a communication plan that includes what information staff members and other students need to know to best support the student.
Make plans to address potential community concerns, ensuring students’ right to privacy is maintained.
Providing support to staff through professional learning and briefings on the arrangements for the student where appropriate.
Updating school policies to include support for transgender and gender diverse students and responses to transphobic bullying.
Consider scheduling regular Student Support Groups to support, guide and monitor the student’s progress.
Note: a letter from a gender identity specialist may be requested by the school to support them in developing the plan. This letter is not a conditional requirement for the school in providing support to the student, but it may help to ensure that schools can adequately discharge their duty of care to a student by planning appropriately. Gender identity specialists are available through Royal Children's Hospital and Monash Medical Centre.
The support plan will be reviewed periodically to ensure that it reflects the needs of the student at the different stages of their transition, and at the different stages of their education. This process is overseen by the Specialist Wellbeing Services Team and the Assistant Principal – Community and Wellbeing.
Student behavioural expectations and management
Behaviour management
All members of the community are expected to conduct themselves in a manner that reflects the One-Person Policy, whilst contributing to creating a positive learning environment. When behaviour issues occur, they will be investigated and managed with appropriate interventions as outlined within this policy.
Violence, bullying, and other offensive and harmful behaviours such as racism, harassment and discrimination will not be tolerated and will be managed in accordance with this policy. Bullying will be managed in accordance with our Bullying Prevention Policy.
The behavioural expectations of Templestowe College students are grounded in our school’s philosophy that students have far greater skills and abilities than they are generally given credit for and with the support and guidance of parents/carers and staff, they have the ability to manage their own education, behaviours and emotions. When a student’s behaviour contravenes the Templestowe College behaviour standards, we view this as a teachable moment and an opportunity to develop appropriate responses and conflict resolution strategies.
When a student acts in breach of the behaviour standards of our school community, Templestowe College will institute a staged response, consistent with the Department’s Student Engagement and Inclusion Guidelines. Templestowe College is committed to the use of restorative practice for behavioural management matters. Restorative practices are concerned with re-establishing equality in a relationship and restoring a damaged relationship. Parents/carers will be informed about the inappropriate behaviour and the action taken by teachers and other school staff. The only exception to this is if there are protective concerns for the student within the home, the school may deem it unsafe to report to parents.
Disciplinary measures may be used as part of a staged response to inappropriate behaviour in combination with other engagement and support strategies to ensure that factors that may have contributed to the student’s behaviour are identified and addressed. Disciplinary measures at our school will be applied fairly and consistently. Students will always be provided with an opportunity to be heard.
Disciplinary measures that may be applied include:
Reminding a student that their behaviour is inappropriate.
Teacher controlled consequences such as moving a student in a classroom or other reasonable and proportionate responses to misbehaviour.
Staff/student conversation after class.
Time Out Process (see Time Out Policy).
Parent/carer phone call.
Referral to the Community Executive Team.
Educative responses – eg: learning activities to be completed at home.
Restorative responses – such as restorative conversations or finding a way to ‘make it right’.
Parent meeting.
Behaviour support plans.
Suspension.
Expulsion.
Suspension, expulsion and restrictive interventions are measures of last resort and may only be used in situations consistent with Department policy, available at:
In line with Ministerial Order 1125, no student aged 8 or younger will be expelled without the approval of the Secretary of the Department of Education and Training.
The Principal of Templestowe College is responsible for ensuring all suspensions and expulsions are recorded on CASES21.
Corporal punishment is prohibited by law and will not be used in any circumstance at our school.
Bullying and Harassment
Templestowe College is committed to providing a safe and caring environment and culture which enables positive relationships to be formed amongst all students and staff, and which encourages self-esteem, cooperation, personal growth and a positive attitude to learning and teaching. As such we take all allegations of harassment and bullying seriously.
At Templestowe College all complaints of harassment and bullying are taken seriously and investigated by the Community Executive Team. As per the Bullying Prevention Policy, students found to have harassed or bullied a member of the school community will face disciplinary consequences, covering a range of strategies for those in breach of the policy, as described in this document. Further to this, supports and assistance will be provided to those who have been harassed or bullied.
Engaging with families
Templestowe College is committed to providing a safe and caring environment and culture which enables positive relationships to be formed amongst all students and staff, and which encourages self-esteem, cooperation, personal growth and a positive attitude to learning and teaching. As such we take all allegations of harassment and bullying seriously.
At Templestowe College all complaints of harassment and bullying are taken seriously and investigated by the Community Executive Team. As per the Bullying Prevention Policy, students found to have harassed or bullied a member of the school community will face disciplinary consequences, covering a range of strategies for those in breach of the policy, as described in this document. Further to this, supports and assistance will be provided to those who have been harassed or bullied.
Engaging with families
Templestowe College values the input of parents and carers, and we will strive to support families to engage in their child’s learning and build their capacity as active learners. We aim to be partners in learning with parents and carers in our school community.
We work hard to create successful partnerships with parents and carers by:
Ensuring that all parents/carers have access to our school policies and procedures, available on our school website.
Maintaining an open, respectful line of communication between parents/carers and staff, supported by our Communication Policy and Procedure.
Providing parent/carer volunteer opportunities so that families can contribute to school activities.
Involving families with home learning and other curriculum-related activities – see the Home Learning and Homework Policy.
Involving families in school decision making.
Coordinating resources and services from the community for families.
Including families in Student Support Groups.
Templestowe College employs Compass School Management System to track attendance, learning tasks, student reports, student wellbeing and communicate with parents. Compass logins are provided to all parents/carers at enrolment and parents are expected to login regularly.
Communication of this policy
This policy will be communicated to our school community in the following ways:
Available publicly on the school website
Included in staff induction processes
Included in transition correspondence to new families
Discussed at staff briefings/meetings as required
Discussed at parent information nights/sessions as required
Annually referenced in Next Week @TC
Hard copy available from school administration upon request
Our school will also ensure it follows the mandatory parent/carer notification requirements with respect to suspensions and expulsions outlined in the Department’s policies at:
Further information and resources
The following Department of Education and Training policies are relevant to this Student Engagement and Wellbeing Policy:
The following school policies and documents are also relevant to this Student Wellbeing and Engagement Policy:
Evaluation
Templestowe College will collect data each year to understand the frequency and types of wellbeing issues that are experienced by our students so that we can measure the success or otherwise of our school-based strategies and identify emerging trends or needs.
Sources of data that will be assessed on an annual basis include:
Student Survey data
Incidents data
School reports
Parent Survey
Case management
CASES21, including attendance and absence data
SOCS