Student Wellbeing and Engagement Policy
Approved By: Principal and College Council
Date of Review: October 2024
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
At TC we believe that learning is a personal, exciting, lifelong journey, where our challenge is to discover and pursue our passions, preferably which contribute to the greater good.
TC has a population of 1250 students in 2021. Demand for places now far outstrips supply.
TC is a unique setting that prides itself on a student-centred approach to innovative education. The school vision encapsulates the key philosophical differences of a TC education, compared to schools which operate on a traditional basis. TC is not a school where education is done ‘’to” students, but rather where they have the opportunity, in consultation with their parents/carers, to genuinely drive their own learning. Neither is it a laissez-faire, unstructured model of education where students do as they please, with no accountability measures. Rather we seek to allow the learner to take increasing responsibility for their own educational decisions and directions as they grow in age and maturity. At TC students drive their own learning, co-creating the learning experiences with all members of the community.
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 Peer Review Process.
In 2019, TC was shortlisted in the Educator Awards in the category of Australian Secondary School of the Year (Government School) and continues to thrive on an innovative model of student-centred education, whilst continually looking to improve. TC then was shortlisted in the same category in 2021 as an Excellence Award Winner.
Early in 2022, TC will be undertaking a review of its current strategic plan and design the Strategic Plan for TC2022-2025. This will be an exciting process that we will see TC look to shift the paradigm of what education looks like yet again, in order to help students be prepared for the world they live in where disruption is the new normal.
Innovations @TC
TC 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 20 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 VCE or VCAL certificate over three or more years. We also have an Alternative Entry Program with Swinburne University where students do not need VCE to gain acceptance into university.
Students can enrol in their university degree through Open Universities 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 75 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 generally refer to staff by their first name and students and staff are treated with respect and equality.
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 reception, 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.
Students have access to both the Principal and the Assistant Principal’s mobile number. This is respected by students.
School Values, vision and philosophy
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”
Philosophy
Our philosophy is a set of ideals, standards and beliefs used to guide our school.
@TC we believe …
Learning is an exciting, lifelong journey, where the challenge is to discover and pursue our passions, which contribute to the greater good.
We each have our own strengths and talents and work best when we are happy and able to follow and explore our passions and interests.
All people will be treated equally regardless of the position they hold and are entitled to be treated with respect and shown trust, which will grow or diminish based on our actions. We call this the One-Person Policy.
TC 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.
At TC we do not just accept diversity and difference, we celebrate it. Everyone has the right to a safe place where they can feel supported and celebrated for being themselves.
People achieve more when they are empowered. If any student, staff member or parent/guardian has a suggestion the answer has to be “YES”, unless it takes too much time, too much money, or negatively impacts on someone else. This is called the “Yes is the default Policy”.
Ensuring a positive learning environment is essential for students to reach their potential.
Parents and carers can be a young person’s greatest supporters and we want and value their contribution. Staff and parents/carers need to ensure that they allow students the room to develop and practice their independence.
Community is important and we all have an individual and collective responsibility to make it work.
Innovative education should be developed collaboratively around evidence-based research and high-quality student learning data.
An entrepreneurial mindset and entrepreneurial skills are valuable and transferable through all aspects of life. This mindset is vital to be able to participate in the rapidly changing world that we live in, now and in the future.
Every student benefits from having a detailed Individual Learning Plan.
With support and accurate information, students are capable of making appropriate decisions in their own best interests.
Young people have brilliant ideas and can do amazing things. We will not let age be a restricting factor in giving young people the opportunity to display this. Young people have far more capacity than the traditional educational system gives them credit for.
Students should contribute significantly to the decision-making process and operation of their school, as well as making a genuine contribution to their community.
It is important to measure growth and individual wellbeing, as well as achievement. This growth should be across a range of areas and measure not just literacy and numeracy.
Education is not just about preparing for a changing future, but instead engaging with the world in meaningful ways each day. Young people have a far greater global reach than previous generations and should take advantage of this, to not only benefit themselves, but to benefit others.
Rights and responsibilities
All members of our school community have a right to experience a safe and supportive school environment. We expect that all students, staff, parents and carers treat each other with respect and dignity. Our school’s Statement of Values highlights the rights and responsibilities of members of our community.
Students have the right to:
Participate fully in their education in an environment free from bullying, harassment, violence, discrimination or intimidation. Offensive language, sexist, racial and homophobic slurs will not be tolerated at TC.
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 TC feedback line that is monitored by the Principal.
It is the right of any TC 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 TC 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. 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 link).
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 TC Bullying & Harassment 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 DEECD.
Adhere to the TC dress code (Dress Code Policy link) - TC does not have a compulsory school uniform, all members of the TC community are expected to dress appropriate to the 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 on the floor of learning spaces or in corridors. 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 in 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 drugs, alcohol and cigarettes at school – see the TC Drugs, Alcohol and Smoking Policy (Link in Appendix 2). At TC, smoking includes being in the presence of smokers. 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 DEECD.
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 community service will be negotiated as restitution to the community. Where agreement cannot be reached and the breach falls within the DEECD disciplinary guidelines, it may be necessary for a Principal to implement an appropriate sanction.
Inclusion and diversity
TC 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 attributes such as race, language, religious beliefs, gender identity, disability or sexual orientation so that they can participate, achieve and thrive at school.
TC 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.
TC 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. From 2022 onwards, TC is employing a Leading Teacher – Learning Supports, to manage the broader learning programs of students with additional needs within the TC context. This role aims to empower TC students with additional learning needs to claim greater agency over their own educational experiences, and 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. TC 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
TC 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 TC. 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 TC 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.
TC employs a multi-tiered structure of support incorporating:
Tier 1 Universal/whole of school approaches
Tier 2 Targeted (cohort/year/group specific) approaches
Tier 3 Individual (student specific) engagement strategies
Tier 1 - Universal/Whole School Approaches
Whole school strategies to promote positive behaviour, mental wellbeing and inclusion for all students.
TC has a community focus, where students feel known and cared for, celebrated for whom they are and supported by all members of the community in their learning.
High and consistent expectations of all staff, students and parents and carers. These can be seen in both the TC Philosophy and the TC Unwritten Ground Rules both included in this document.
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. We call this the One-Person Policy.
TC has removed year levels across the school. 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, recognising the fundamental role this plays in building and sustaining student wellbeing through the TC Four 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 comprising of students, their Connect Mentors and Community Executive Team. Community Executive Teams lead these communities through a collaborative leadership approach. Our layers of support mean that between the Connect mentor, the Community Leaders and the Community Director, 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 Group Mentors, Community Leaders and Community Directors to co-create high-quality inclusive learning experiences. Connect learning integrates the development of each student around personal, social and health education. Additionally, it integrates the development of general capabilities and real-life work skills for each student. And provide 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.
TC 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. TC delivers over 120 choices of study including Montessori Adolescent Pathway (MAP), Elite Sports Development Program for Basketball, 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 on beyond TC. 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 TC.
All students are supported to develop their own Individual 5-year Learning Plan (ILP). All students will be assisted to develop a 5-year Individual Learning Plan (ILP) (Career Action Plan), with targeted goals and support to plan for their future.
Teachers at TC 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 PD and targeted Staff PD supports this.
Teachers at TC 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.
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 a phone call home by the relevant Community team.
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 Action, 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 Leader 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 whenever they have any questions or concerns.
TC offers students the opportunity to socialise and build connections with peers through a range of programs including Inter & Intra school sports, peer support programs, interest-based camps, music events and drama productions open to all. TC also offers informal opportunities for student inclusion through TC clubs, recess and lunchtime activities and involvement in school-based activities.
TC is committed to gender inclusivity with the provision of Unisex toilets conveniently located around the College campus.
We have measures are in place to empower our school community to identify, report and address inappropriate and harmful behaviours such as racism, homophobia 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 a second 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 TC community. students enrolled under the Department’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 CET and/or the SWS Teams.
Staff will apply a trauma-informed approach to working with students who have experienced trauma
All students from Year 10 and above will be assisted to develop a Career Action Plan, with targeted goals and support to plan for their future. TC assists students to plan their Year 10 work experience, supported by their Career Action Plan
All students supported by the Program for Students with Disabilities will be allocated assistance from Educational Support staff and 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 a Koorie Engagement Support Officer and assisted to develop a Koori Education Plan and have regular Student Support Group meetings. Indigenous students will be invited to the TC First Nations Learning Centre 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+. TC works with students wishing to affirm their gender identity by preparing and implementing a Student Support Plan in consultation with the student and their parents or carers, where possible.
All students in Out of Home Care are supported in accordance with the Department’s policy on Supporting Students in Out-of-Home Care. All students in Out of Home Care will be appointed a Learning Mentor, have an Individual Learning Plan and will be referred to Student Support Services for an Educational Needs Assessment. The college will liase with LOOKOUT on other ways to best support students.
TC encourages and assists students to plan work experience at any time throughout the year. The TC Pathways team support students to find and maintain relevant and appropriate work experience.
Wellbeing and health staff will undertake health promotion and social skills development in response to needs identified by student wellbeing data, classroom teachers or other school staff each year. Some programs the Specialist Wellbeing Services Team have employed include The Courage Social Skills Program, The School Breakfast Club Program, Raise In-School Mentoring Program and others.
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.
TC 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.
TC invests significantly in the wellbeing of our students through our Specialist Wellbeing Services Team. The team includes: a full time Director of Specialist Wellbeing Services, a full time Social Worker, a full time Mental Health Practitioner, a full time Educational Psychologist and two part time Youth Workers.
TC is also committed to supporting the next generation of school wellbeing staff by partnering with tertiary institutions in the provision of supervision of placement students from the fields of Social Work, Psychology, Youth Work, Art Therapy and Counselling.
The TC Community model allows Community Leaders 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:
Meeting with students and their parent/carer to talk about how best to help the student engage with school.
Developing Behaviour Support Plans, when appropriate, to scaffold the development of positive classroom behaviour skills.
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 ChildFirst.
Re-engagement programs such as Navigator.
Every student’s educational journey is unique and as such TC provides extensive post-secondary school pathway support for students. TC senior students are supported by a Grad mentor during their final year of school. Students at TC 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 regular Student Support Group meetings for all students:
with a disability
in Out of Home Care
with other complex needs that require ongoing support and monitoring.
Identifying students in need of support
TC 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. TC 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.
Program for Students with Disabilities
The Disability Standards for Education 2005 apply to all students with a disability, regardless of eligibility under the Program for Students with Disabilities, and TC commits to effective educational planning and support for every student with a disability.
For student specific PSD funding, students must meet the eligibility criteria for one of seven categories:
Physical disability
Visual impairment
Hearing impairment
Severe behaviour disorder
Intellectual disability
Autism Spectrum Disorder
Severe language difficulties with critical educational needs
Students who need assessment for the categories of intellectual disability and severe language disorder with critical educational needs may be referred for assessment to the Student Support Service (SSS) within the Department.
TC utilises Program for Students with Disability (PSD) 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 supported by the Program for Students with Disabilities will be allocated assistance from Educational Support staff, as required to meet the educational needs of the student. Our Learning Support specialist, a qualified special education teacher, 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.
Individual Education Plan (IEP) developed with their 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:
With a disability.
In Out of Home Care.
Identifying as Indigenous.
Other complex needs that require ongoing support and monitoring.
LGBTQIA+
TC is committed to providing a safe learning environment that is supportive and inclusive of all LGBTQIA+ students. TC 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 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 school management plan (in cases where the student is a mature minor, refer to Mature Minors and Decision Making).
TC works closely with Safe Schools to ensure our policies and processes are anti-discriminatory, student-centred, evidence-based and up to date.
Gender affirmation Student Support Plans
TC works with students wishing to affirm their gender identity by preparing and implementing a Student Support Plan in consultation with the student and their parents or carers, where possible.
The gender affirmation support plan considers the following:
Catering to the students’ affirmed gender identity.
That the support plan reflects this policy.
Adopting a common sense 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 — 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 family, determine whether key staff members, such as a student welfare coordinator or the physical education teacher, need to be advised in order to effectively support or teach the student. Make a list of the names of staff members who know of the gender identity change.
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. Students without a disability should not be required to use disabled toilets or facilities.
The appropriate uniform that reflects the gender identity of the student and meets the school’s dress or uniform code.
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 TC Specialist Wellbeing Services Team and an Assistant Principal.
Student rights and responsibilities
All members of our school community have a right to experience a safe and supportive school environment. We expect that all students, staff, parents and carers treat each other with respect and dignity. Our school’s Statement of Values (exemplified in our ‘One Person Policy’ and ‘Yes is the default value’) as well as our ‘Unwritten Ground Rules’ highlights the rights and responsibilities of members of our community.
Students have the right to:
participate fully in their education
feel safe, secure and happy at school
learn in an environment free from bullying, harassment, violence, racism, discrimination or intimidation
express their ideas, feelings and concerns.
Students have the responsibility to:
participate fully in their educational program
display positive behaviours that demonstrate respect for themselves, their peers, their teachers and members of the school community
respect the right of others to learn.
Students who may have a complaint or concern about something that has happened at school are encouraged to speak to their parents or carers and approach a trusted teacher or a member of the school leadership team. Further information about student rights and responsibilities can be found in our School Values Policy, Inclusion and Diversity Policy and Bullying Policy. Further information about raising a complaint or concern is available in our Complaints Policy.
Student behavioural expectations and management
TC maintains high standards of behaviour. Students are expected to arrive to each class ‘Ready For Learning’, which includes:
Arriving in class on time with required learning tools.
Having a positive attitude, mindset and focus.
Having completed home learning tasks including reading set texts.
Being prepared to cooperate, follow instructions and value collective responsibility.
One-Person Policy
The TC community operates on the assumption that all members of the TC community will treat one another with the highest level of respect regardless of that person’s position within the school – we call this the “One-Person Policy”. We have worked with students and staff to develop a set of common rules, rights and responsibilities that guide all members of the TC community. TC has the behavioural expectations of a well-functioning home, workplace or tertiary institution which ensures a positive working environment for all and supports students to maximise their learning.
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, bully, 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 TC 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 students behaviour contravenes the TC 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. TC 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. Where appropriate, parents/carers will be informed about the inappropriate behaviour and the action taken by teachers and other school staff.
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.
Parent/carer Phone call.
Referral to the Community Executive Team.
Restorative practices.
Behaviour reviews.
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 TC 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
TC 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 TC all complaints of harassment and bullying are taken seriously and investigated by the Community Executive Team. As per the TC 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.
The TC Bullying Prevention Policy covers harassment, bullying, criminal harassment, and cyber-bullying.
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 at TC Policy and Procedure.
Providing parent/carer volunteer opportunities so that families can contribute to school activities.
Involving families with homework and other curriculum-related activities.
Involving families in school decision making.
Coordinating resources and services from the community for families.
Including families in Student Support Groups and developing individual plans for students.
TC 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