Black Hill Public School Student Welfare Policy 1997 reviewed 2010 Page 1
SITUATION ANALYSIS
BLACK HILL PUBLIC SCHOOL
WELFARE POLICY
Black Hill School is situated on the western fringe of Newcastle and has
undergone a steady growth in the 1990’s. Most students live on acreages
and show an understanding of, and appreciation for, the environment
conditions of the area.
Being a small community, individuals know each other well and show concern
and interest in each others’ well-being.
As a result, there are a variety of needs relating to student Welfare that are
specific to our school.
DEFINITION
Student Welfare encompasses everything that the school community does to
meet the personal and social needs of students to enhance their well-being. It
involves recognising, valuing and developing each student as a total and
unique person in the context of the society.
The Student Welfare Program is the sum total of all the policies, structures
and activities which are planned and implemented by the school to promote
Student Welfare.
Needs Analysis
Following a survey and discussion with parents, students and teachers, the
following needs were identified.
The need for:
Socialisation with a wider range of experiences to facilitate students
transition through a small school to a large high school;
Consideration of a wider range of healthy competition outside
school;
Access to a greater range of cultural and social experiences;
School teaching and learning programs include:
Involvement in school camps by year 6 and possibly
other grades.
School and inter-school functions to aid socialisation
of students.
An awareness of transport safety.
A set of rules and consequences involving a
behaviour code that reinforces positive social
behaviour.
“Self-reliant, responsible students, ready for the future”
Black Hill Public School Student Welfare Policy 1997 reviewed 2010 Page 2
AIM
Students, staff and community will co-operate to make Black Hill Public
School a happy and safe environment.
OUTCOMES
Effective learning and teaching
Students will participate as much as possible in decisions about their
own learning.
Students will pursue a program of learning appropriate to their needs
and aspirations.
Students will develop an understanding of themselves as well as skills
for positive and socially responsible interaction.
Positive climate and good discipline
Students and staff will be safe in the school environment.
Students will know what is expected of them and of others in the school
community.
Students will be able to learn without disruption from unruly behaviour.
Students will be provided with appropriate support programs if
available within the Department of Education & Training structure.
Students will contribute to decision making in the school.
Students will participate in all aspects of school life as equal partners in
the learning process.
Students will value difference.
Students will be respected and supported in all aspects of their
schooling.
Students will know and understand their school’s organisation and
know about The Student Representative Council or other bodies such
as the School Council.
Community participation
Students will be supported by parent and community participation in
school activities.
Students will value the school as an integral part of the community.
Students and their families will know how to gain access to available
support services in the community.
Students will be partners with parents and teachers in the teaching and
learning process at the school.
DISCIPLINE CODE
School Rules
Keep hands and feet to yourself
Keep the school a safe and friendly place
Help others
Play together in a considerate way
Use only appropriate language
Speak politely to others
Use good manners
“Self-reliant, responsible students, ready for the future”
Black Hill Public School Student Welfare Policy 1997 reviewed 2010 Page 3
Behave in an acceptable way
Respect adults
Respect other people’s feelings
Be courteous and considerate to others
Treat people as you would like to be treated
Respect other people’s property
Ask permission before using other people’s property
Care for school equipment
Be honest
Be honest and truthful
Hand in all lost property
POSITIVE CONSEQUENCES
Positive attitude of staff
Encouraging words and gestures
House points
Centicubes (primary classes)
Medal each day at morning assembly
Prefect awards at weekly assembly
Virtues/Civics and Citizenship awards each week
Subject and Quality awards
Merit certificates
Publication in the newsletter
10 Merit certificates = school medal / 25 Merit certificates = school
badge at weekly assembly
End of year presentation – awards, certificates and prizes
NEGATIVE CONSEQUENCES
A warning can be given
A student can be given time out alone
A student can lose privileges
A student can complete a community service (restitution)
A student can be put on detention
A student can be suspended
A student can be expelled
Note: All parents receive a copy of this information as part of our enrolment
package. It is on a discipline contract which must be signed by
parents.
COMPONENTS OF A GOOD WELFARE POLICY
The components of a good Welfare Policy are listed below. Under each
heading are aspects of our school program.
IMPLEMENTATION – Teaching & Learning Activities in Context of:
a) General Personal Development
“Self-reliant, responsible students, ready for the future”
Black Hill Public School Student Welfare Policy 1997 reviewed 2010 Page 4
b) Safety & Well-Being
c) Remedial Measures
THE FOLLOWING LEARNING PROGRAMS AND SUPPORTING
SERVICES DEVELOP THE AIMS OF STUDENT WALFARE
Life Education Australia – Involvement in these programs at regular
intervals with the inclusion of adult sessions where appropriate. The
program should be supported by appropriate class learning activities.
Relationships Australia – The school encourages parents and
children to learn about the healthy nature of sex and changing
functions of the body. The school provides information relating to
courses to be held at school and in the area.
Community Nurse/Nutritionalists/Dental Service – Visits when
available to the school to support personal hygiene and promote
healthy diet and lifestyle.
Police Lectures – Arrangements to be made between the school and
Maitland Community Relations Branch of Police on programs involving
safety and well being.
School Counsellor – Regular visits encouraged to assist the school
and community . The Counsellor will be involved in:
a. testing to identify specific learning difficulties and assessing
ability;
b. providing assistance to the school and teachers regarding any
remedial measures required as a result of these tests;
c. providing assistance to identify and/or assist in remedying
behavioural problems;
d. discussing with parents the information and recommendations
resulting from referral
e. decisions involving any repetitions;
f. parents who seek referral regarding their child/children;
g. liaison with the school regarding year 6 transition to high school;
h. talk with any students, to develop a positive attitude to
counselling services.
A referral sheet has been developed. This is to be completed by the teacher
prior to referral. The counsellor should make appropriate recommendations
on this form as well as record results of the test on the Student Record Card.
Class Rules – Students will be encouraged to participate in class discussions
to establish class rules. These rules will then be listed so all members of the
class can be aware of them.
Health and Personal Development – Specific units related to Student
Welfare have been included in the Health and Personal Development area.
Most personal and social areas of study involve aspects of personal
“Self-reliant, responsible students, ready for the future”
Black Hill Public School Student Welfare Policy 1997 reviewed 2010 Page 5
development, safety and well being. Decision making and problem solving
skills are often included in these units.
Examples of Units: How I Grow and Change
What Are Our Needs
Class Programs – All class learning programs must include class profile
and needs analysis section. This will necessarily involve class
environment, teacher/student relationships, needs of students with special
needs.
School Welfare Policy – Many areas associated with well-being safety,
interpersonal relationships are dealt with on a needs basis i.e., when they
occur). Problems which occur in the playground for example, often affect
what occurs in class. The School Welfare Policy is available to all staff and
sections could be included by the class teacher in his/her program.
Activities Outside the School – Black Hill is a small school, students feel
comfortable and secure. It is noticeable when confronted by other school
interactions, particularly large schools, they become less secure and find it
more difficult to interact with other students. The process of Year 6
progressing from a school of 60 students to one of up to 1000 students
requires preparation.
The following strategies have been established to assist these problems:
1. Interschool Visits – Whilst still maintaining close links with other
regular small schools in the area such as Tarro and Mulbring, Black Hill
organises regular interschool days with other large schools. Individual
grades also participate in excursions with larger schools.
2. Camps – Primary students are involved in a one-week camp organised
during the year.
3. Excursions – Three major excursions per year organised as well as a
number of smaller trips.
4. Sporting Trips – The school is involved in a variety of swimming and
athletic events during the year.
5. Music – Involvement in school performances.
Prefects – all Year 6 students become prefects in the school for at least
part of the year. They have responsibilities for lines, conducting
assemblies, canteen, first aid and support of student safety and well being.
Student Duties – Most students in the school have specific duties and
responsibilities due to the size and nature of the school – this is their
school (sense of belonging). Students in Years 3-6 are all members of the
Student Council which meets each fortnight.
“Self-reliant, responsible students, ready for the future”
Black Hill Public School Student Welfare Policy 1997 reviewed 2010 Page 6
School Functions – Additional activities leading to a higher level of self
esteem include pride in performance at:
Book Week/Education Week Functions
Christmas Night Concert
The inclusion of School Fun Nights has been adopted by the Parent
Organisation as a special night.
Bus Safety – The school has specified safe practices to parents and
students. Should any of these practices be infringed, parents or the
offending students should be contacted regarding the concern of the
school for bus safety. It is expected the parents would then take action to
ensure unsafe practices do not occur in the future.
School Discipline – The school’s major tasks are to:
Encourage and reinforce socially acceptable behaviour
Modify or reduce unacceptable behaviour
The following set of school rules has been established through
consultations between school staff, student and parent involvement.
Keep your hands and feet to yourself
Use only appropriate language
Respect other people’s feelings
Respect other people’s property
Be honest
Note: Class rules will be formulated each year after discussions.
Any complaints about school discipline should be made to the school
principal. If this does not resolve the situation, refer to complaint
procedures.
POLICY AND PROGRAM EVALUATION
It will be necessary to evaluate the school’s total welfare climate as well as
individual component and activities of the Student Welfare Program.
The following methods of assessment will be employed as appropriate:
School climate survey
Parent survey
Student survey
Post program evaluation
e.g. student behaviour; student ability to interact with new students;
extent of unaccounted absences; class program evaluation.
Reviewed July 2010
“Self-reliant, responsible students, ready for the future”
Appendix 1
BLACK HILL PUBLIC SCHOOL
School Counsellor Referral Form
Student’s Name: _____________________________________________________________
Date of Birth: _____________ Age: _____________ Date of Referral: _______________
Parent Permission Signature: ______________________________ Date: _______________
Outlines of Referral Details: ____________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Details of present situation and strategies attempted to this point: _______________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Teacher: ___________________________
Recommendations: ___________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Counsellor: ___________________________