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Student Pastoral Care and Wellbeing Policy

Policy

DOCUMENT DETAILS

Document Owner Office of the Director
Approval Date 16 August 2019
Release Date 5 September 2019
Compliance Date 1 February 2021
Review Date 1 September 2023
Updated 24 August 2020

Version History
Amended 28 April 2020
Amended 24 August 2020

 

  • Updated CEDoW Responding to Serious Mental Health Concerns Procedure (5.9, 5.14)
  • Updated CEDoW Responding to Concerns about Sexualised Behaviour of Students Procedure (7.1, 7.2)

introduction and context

INTRODUCTION

Education Policy in Catholic Education Diocese of Wollongong (CEDoW) is developed to support the implementation of consistent and comprehensive practices to guide quality Catholic learning and teaching in Diocesan schools.

Education Policy is developed within the context of specific documents and frameworks. These include:

CONTEXT

Catholic schools are responsible for developing and educating the whole person within safe, supportive and respectful environments.  Student learning and wellbeing is dependent on the implementation of quality evidence-based pastoral care and wellbeing practices modelled on the life and teaching of Jesus Christ and that focus on the centrality of the human person to ensure the fullness of life.

Pastoral care and wellbeing practices need to focus on: visible leadership; inclusive and connected school culture; authentic student participation; effective family and community partnerships; and, wellbeing and support for positive behaviour. The wellbeing and learning of students are the responsibility of all schools and all staff in partnership with parents/carers.

This Policy has been developed to support school staff in meeting their compliance obligations according to Catholic Education Diocese of Wollongong (CEDoW), the New South Wales Education Standards Authority (NESA) and the Australian Education Act 2013.

EXPECTATIONS

It is expected that school staff will take all reasonable measures to comply with this Policy.

The Catholic Education Diocese of Wollongong (CEDoW) Student Pastoral Care and Wellbeing Policy  must be implemented in conjunction with the following policies where relevant:

1   STUDENT SAFETY, PASTORAL CARE AND WELLBEING FOR LEARNING

sCHOOLS MUST:
1.1 ensure that school documentation (vision and mission, website, handbooks) reflects a commitment to the development of the whole person through the provision of a safe, supportive and respectful school 
1.2 

develop a whole school approach to coordinate the implementation of proactive pastoral care and wellbeing initiatives to meet the developmental needs of students
1.3  create and maintain pastoral care structures and processes that foster positive and respectful relationships and connectedness
1.4 

ensure that resources are identified and made available to support the pastoral care and wellbeing of the school community
1.5 

nominate staff with responsibility for the leadership of student pastoral care and wellbeing
1.6  have clear operational role descriptions for staff with responsibility for the leadership of student pastoral care and wellbeing
1.7

provide effective support for students when transitioning from:
  1.7.1 Prior to School Settings to Kindergarten using the CEDoW Students Transitioning from Prior to School Settings to Kindergarten Procedure
  1.7.2 Year to Year using the CEDoW Students Transitioning from Year to Year Procedure
  1.7.3

another School to a CEDoW school using the CEDoW Students Transitioning from Another School to a CEDoW School Procedure
  1.7.4

Year 6 to Year 7 using the CEDoW Students Transitioning from Year 6 to Year 7 Procedure
  1.7.5

School to Post School using the CEDoW Students Transitioning from School to Post School Procedure
1.8

develop processes to ensure that relevant staff acquire knowledge and understanding of the pastoral needs of the:
  1.8.1 school community
  1.8.2  students whom they teach as they arise
1.9

ensure that all staff who have direct contact with students are informed annually of their legal responsibilities related to child protection, mandatory reporting and other relevant school expectations
1.10

ensure that pastoral care and wellbeing coordinators or delegates (7-12) participate in the CEDoW Secondary Pastoral Care Leading Learning Network
1.11

provide opportunities to share professional learning in order to develop pastoral care and wellbeing knowledge and skills of all staff
1.12

ensure there are induction processes for new staff and casual staff regarding pastoral care and wellbeing
1.13 provide a range of opportunities for authentic student voice and decision-making over matters that affect them
1.14

develop, implement and monitor the student leadership system
1.15

provide opportunities to acknowledge and celebrate student participation and success in aspects of school life
1.16

develop and implement a school–based procedure for record keeping of pastoral care and wellbeing incidents and issues using the CEDoW electronic Student Information System (eSIS)
1.17 provide protocols, structures and opportunities for staff, students and parents/carers to raise and discuss ideas and concerns regarding pastoral care and wellbeing
1.18

regularly monitor and review school pastoral care and wellbeing practices in order to identify areas of strength and those requiring improvement
       
TEACHERS MUST:
1.19

adhere to the school-based procedure for record keeping of pastoral care and wellbeing incidents and issues using the CEDoW electronic Student Information System (eSIS)
       

2   TARGETED SUPPORT FOR STUDENTS

sCHOOLS MUST:
2.1 have a Case Collaboration Team and adhere to the CEDoW Case Collaboration Referral Procedure  to identify and meet the pastoral care and wellbeing needs of students 
2.2 

provide support to access counselling services according to the Operational Guidelines for School Principals and CatholicCare SSFP Staff 
2.3 

adhere to the CEDoW Student Pregnancy Disclosure Procedure  to support students and their families in the circumstance of a disclosure of a student pregnancy
       
TEACHERS MUST:
2.4 adhere to the CEDoW Case Collaboration Referral Procedure  to identify and meet the pastoral care and wellbeing needs of students
       

3   LEARNING AND TEACHING

sCHOOLS MUST:
3.1

provide opportunities for students to engage in evidenced-based pastoral care and wellbeing programs that are authentically linked to syllabus outcomes including:
  3.1.1

respectful relationships initiatives
  3.1.2

faith-in-action initiatives
3.2

deliver CEDoW Digital Citizenship Program  to all students each year
       
TEACHERS MUST:
3.3 ensure that learning and teaching programs address the Learning Across the Curriculum aspect of Personal and Social Capability of the NESA syllabuses 
       

4   FAMILIES AND COMMUNITY PARTNERSHIPS

sCHOOLS MUST:
4.1

provide support for families to ensure students can access, attend and engage in Catholic education where appropriate
4.2

utilise a range of formal and informal strategies to ensure effective communication between relevant stakeholders interested in the learning, pastoral care and wellbeing needs of students
4.3 provide opportunities for parents/carers to engage in celebrations and learning experiences
4.4

engage with parents/carers to support the pastoral care and wellbeing of students and families
4.5

provide information to parents/carers about pastoral care and wellbeing initiatives
4.6

adhere to the CEDoW Advocate/Support Person Procedure  when a request is made by a parent/carer for an advocate or a support person to be present at a meeting
4.7

collaborate with the local parish(es) to support the pastoral care and wellbeing of students and families
4.8

engage with Catholic and community organisations to support pastoral care and wellbeing initiatives
4.9

engage with CEDoW Child Protection in relation to pastoral care and wellbeing matters that potentially involve the justice system
4.10

engage with CEDoW Aboriginal Community Engagement Officers (ACEOs) and/or Aboriginal Education Assistants (AEAs) when seeking support from Aboriginal allied health or community services for Aboriginal and Torres Strait Islander families
       

5   SAFE AND SUPPORTIVE ENVIRONMENTS

sCHOOLS MUST:
5.1

develop a school Students’ Rights and Responsibilities that includes, but not limited to, reference to supporting and respecting:
  5.1.1

the Catholicity of the school 
  5.1.2

self and others
  5.1.3

a safe and supportive environment
  5.1.4

a positive learning environment
  5.1.5

the property of individuals and the school
  5.1.6

the behaviour expectations of the school
5.2

ensure each student and parent/carer is provided with and signs the school Students’ Rights and Responsibilities at the commencement of each year
5.3

ensure each student and parent/carer is provided with and signs the CEDoW Student Responsible Use of Technology Agreement  at the commencement of each year
5.4

implement the CEDoW Positive Behaviours for Learning Framework K-12 (PB4L)  [in development] in collaboration with their CEDoW Coach as follows:
  5.4.1

School Readiness
  5.4.2

Introduction
  5.4.3

Tier 1 Implementation
    5.4.3.1

School-wide systems
    5.4.3.2

Non-classroom systems
    5.4.3.3

Classroom systems
  5.4.4 Tier 2 Implementation
  5.4.5 Tier 3 Implementation
  5.4.6

Sustainability 
5.5

develop a school-based procedure for supervision of students including:
  5.5.1

playground organisation and active supervision
  5.5.2 when students leave the supervised environment
  5.5.3

off-campus and school-related out-of-hours activities
5.6 collect and analyse data to inform pastoral care and wellbeing practices and procedures
5.7

develop and implement school-based systems and practices for the behaviour support of students that:
  5.7.1

are based on CEDoW Positive Behaviours for Learning Framework K-12 (PB4L)  [in development]
  5.7.2

are based on procedural fairness
  5.7.3

are aligned to the CEDoW Suspension, Expulsion and Exclusion Policy
  5.7.4

expressly prohibit the use of corporal punishment
  5.7.5 

do not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents/carers
5.8

adhere to the CEDoW Case Collaboration Referral Procedure  for students with behaviour concerns
5.9

adhere to the CEDoW Responding to Serious Mental Health Concerns Procedure
5.10

review suicide postvention processes annually
       
STAFF MUST:
5.11

adhere to the school-based procedure for supervision of students 
5.12

adhere to the school-based systems and practices for the behaviour support of students
5.13

adhere to the CEDoW Case Collaboration Referral Procedure  for students with behaviour concerns
5.14 adhere to the CEDoW Responding to Serious Mental Health Concerns Procedure
       
TEACHERS MUST:
 5.15 develop and implement an Individual Plan  for each student with behaviour and/or and wellbeing concerns using the CEDoW electronic Student Information System (eSIS)
       

6   STUDENT BULLYING

sCHOOLS MUST:
6.1

develop and implement strategies in collaboration with students to promote safety and counter violence, bullying and abuse in all online and physical spaces that include:
  6.1.1

opportunities to inform staff, students and parents/carers about anti-bullying strategies and responsible use of technology
  6.1.2

support for students to respond to incidents of potential bullying, harassment, exclusion, victimisation 
  6.1.3

advice to students and/or parents/carers and/or staff in relation to confidential disclosure of student bullying incidents 
  6.1.4

a link to the eSafety Commissioner website  on the school’s website 
6.2

adhere to the CEDoW Student Anti-Bullying Procedure  for managing alleged incidents
       
staff MUST:
6.3

adhere to the CEDoW Student Anti-Bullying Procedure  for identifying and managing alleged incidents
       

7   Student sexualised behaviour

sCHOOLS MUST:
7.1 adhere to the CEDoW Responding to Concerns about Sexualised Behaviour of Students Procedure  for managing alleged incidents or concerns relating to problematic or harmful sexualised behaviour of students
       
STAFF MUST:
7.2 adhere to the CEDoW Responding to Concerns about Sexualised Behaviour of Students Procedure  when identifying or becoming aware of potential concerns about problematic or harmful sexualised behaviour of students
       

8   STUDENT HEALTH AND SAFETY

sCHOOLS MUST:
8.1

implement a range of initiatives that encourage and promote participation in:
  8.1.1

spiritual formation
  8.1.2

healthy, safe and active lifestyles
  8.1.3 sport
8.2

ensure that the school canteen is operated according to the NSW Healthy School Canteen Strategy
8.3

develop a school-based road safety management plan that addresses:
  8.3.1

parent student drop off and pick up
  8.3.2

bus drop off and pick up
  8.3.3

students walking to school
  8.3.4

students riding to school
  8.3.5

students driving to school (where applicable)
  8.3.6

school deliveries by external providers
  8.3.7

activities held out of school hours
8.4

conduct risk assessments for sport activities for individual or groups of students held off the school site
8.5

make available information about the appropriate representative pathways for students to engage in sport at school, Diocesan and State levels
       

Implementation

Student Pastoral care and Wellbeing POLICY IMPLEMENTATION PLAN

POLICY RELEASE

  • The CEDoW Student Pastoral Care and Wellbeing Policy was released in conjunction with the CEDoW Diverse Learning Needs Policy  and a number of related Frameworks including the:
  • These documents were released to Schools at Policy workshops during Term 3 and Term 4 2019.
  • Personnel who participated in the workshops included:
    • Primary: Principal OR Assistant Principal and two other staff members who play a significant role in the school in either supporting pastoral care and wellbeing or students with diverse learning needs
    • Secondary: Pastoral Care/Wellbeing Coordinator and the Learning Support Coordinator
    • Key CEO staff (including the Heads of Service, Senior Professional Officers, members of respective Service Areas in School Improvement and Human Resource Services and the Senior Professional Officer: Education Policy)
    • Details include:
WORKSHOP
DATE
ESS
VENUE
SCHOOLS

Secondary

5 Sept

9am-3pm

3070

Xavier Centre, Wollongong

Corpus Christi, Oak Flats
Holy Spirit, Bellambi
John Therry, Rosemeadow
Magdalene, Narellan
Mount Carmel, Varroville
St Benedict’s, Oran Park
St Francis, Edmondson Park
St John’s, Nowra
St Joseph’s, Albion Park

Illawarra A

16 Sept

9am-3pm

3073

St Francis of Assisi, Warrawong

St Francis of Assisi, Warrawong
St John's, Dapto
St Patrick’s, Port Kembla
St Pius X, Unanderra
St Therese, West Wollongong

Macarthur A

17 Sept

9am-3pm

3071

St Justin’s, Oran Park

Holy Family, Ingleburn
St Justin’s, Oran Park
St Paul’s, Camden
St Francis, Edmondson Park
St Michael’s, Mittagong

Highlands

19 Sept

9am-3pm

3075

St Paul’s, Moss Vale

St Anthony’s, Picton
St Paul’s, Moss Vale
St Thomas Aquinas, Bowral

Macarthur B

23 Sept

9am-3pm

3076

OLHC, Rosemeadow

Mary Immaculate, Eagle Vale
Our Lady Help of Christians, Rosemeadow
St John’s, Campbelltown
St Thomas More, Ruse
St Clare’s, Narellan Vale

Illawarra B

25 Sept

9am-3pm

3077

St Columbkille’s, Corrimal

Good Samaritan, Fairy Meadow
Holy Cross, Helensburgh
St Brigid’s, Gwynneville
St Columbkille’s, Corrimal
St Joseph’s, Bulli
St Michael’s, Thirroul

Illawarra C

21 Oct

9am-3pm

3078

Ss Peter and Paul, Kiama

Nazareth, Shellharbour City 
St Paul’s, Albion Park
Stella Maris, Shellharbour
Ss Peter and Paul, Kiama

Shoalhaven

25 Oct

9am-3pm

3072

St Mary’s, Milton

St Mary’s, Milton
St Michael’s, Nowra
  • Casual Relief funding was provided for TWO staff members from each school.
  • Additional Policy implementation support is provided throughout 2020 based on the needs of individual schools.
  • Ongoing Policy Communication is the responsibility of the school Principal/Delegate and where appropriate in collaboration with personnel from School Improvement Services: Specialist Support.
     

POLICY IMPLEMENTATION 

  • Schools are expected to be working towards the full implementation of the CEDoW Student Pastoral Care and Wellbeing Policy  and relevant Procedures specified in the Policy during 2019 and  2020.
  • Full implementation of all Policy expectations for Schools and Staff/Teachers that are outlined in the CEDoW Student Pastoral Care and Wellbeing Policy is expected by 1 February 2021.
  • Full utilisation of all Procedures specified in the CEDoW Student Pastoral Care and Wellbeing Policy  is expected by 1 February 2021.
  • Any school that determines they are not able to implement all Policy expectations by the 1 February 2021 must contact the Senior Professional Officer: Education Policy
  • Schools’ compliance to the Policy expectations occurs through the CEDoW compliance processes.
  • Additional compliance processes may be utilised if there are concerns raised about the quality of pastoral care and wellbeing practices at School, CEDoW or New South Wales Education Standards Authority (NESA) levels.

POLICY MONITORING

  • Personnel in School Improvement Services: Specialist Support are responsible for providing advice to the Senior Professional Officer: Education Policy of any changes to compliance requirements.  These requirements include those determined by CEDoW or NESA or any changes to Australian or State government legislation that impacts on the expectations of the Policy or Procedures.
  • A formal evaluation process of the CEDoW Student Pastoral Care and Wellbeing Policy and Procedures will be conducted in September 2023.
     

POLICY PUBLICATION 

  • The CEDoW Student Pastoral Care and Wellbeing Policy and Procedures is published on the CEDoW website in the Policy Directory. The Senior Professional Officer: Education Policy is responsible for ensuring the Policy’s version currency and accuracy.
  • Schools should contact the Senior Professional Officer: Education Policy for any clarifications regarding Policy and Procedures.
  • Schools should contact the School Improvement Services: Specialist Support for support in the implementation of any aspects of the Policy and Procedures.

 

LEGISLATION

Anti-Discrimination Act 1977  (NSW)
https://www.legislation.nsw.gov.au/#/view/act/1977/48

Australian Education Act 2013  (Cth)
https://www.legislation.gov.au/Series/C2013A00067

Education Act NSW 1990  (NSW)
https://legislation.nsw.gov.au/#/view/act/1990/8

Child Protection (Working with Children Act) 2012  (NSW)
https://www.legislation.nsw.gov.au/#/view/act/2012/51

Children and Young Persons (Care and Protection) Act 1998  (NSW)
https://www.legislation.nsw.gov.au/#/view/act/1998/157

Disability Discrimination Act 1992  (Cth)
https://www.legislation.gov.au/Series/C2004A04426

Human Rights and Equal Opportunity Commission (HREOC) Act 1986  (Cth)
https://www.legislation.gov.au/Series/C2004A03366

Racial Discrimination Act 1975  (Cth)
https://www.legislation.gov.au/Series/C2004A00274

Racial Hatred Act 1995  (Cth)
https://www.legislation.gov.au/Details/C2004A04951

Sex Discrimination Act 1984  (Cth)
https://www.legislation.gov.au/Series/C2004A02868

Work Health and Safety Act 2011  (Cth)
https://www.legislation.gov.au/Series/C2011A00137
 

RELATED LINKS

NESA Registration Systems and Member Non-Government Schools (NSW) Manual
https://educationstandards.nsw.edu.au/wps/portal/nesa/regulation/school-registration/registration-system-and-member-non-government-schools-manual

NESA Australian Professional Standards for Teachers
https://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation

Australian Professional Standard for Principals
https://www.aitsl.edu.au/tools-resources/resource/australian-professional-standard-for-principals

Australian Student Wellbeing Framework
https://drive.google.com/file/d/1sHdFKk0xMIfR5ON0EQugzM_blFb_65rp/view

Healthy School Canteens
https://healthyschoolcanteens.nsw.gov.au

Mandatory Reporter Guide
https://reporter.childstory.nsw.gov.au/s/mrg

NSW Anti-Bullying Strategy
https://antibullying.nsw.gov.au

NSW Policy Legacy Child Safety Handbook
http://nsw.childsafetyhub.com.au/handbook

Office of the eSafety Commissioner
https://www.esafety.gov.au

PDHPE Syllabus K-10
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-10-2018

 

SUPPORT MATERIALS

POLICY RESOURCES

Rights and Responsibilities sample indicators

These sample indicators are provided to support schools in developing their School Rights and Responsibilities

Rights and Responsibilities Sample Indicators

healthy school canteens strategy

This site is a NSW government site to support schools to provide healthy school canteens  for students. 

Healthy School Canteens Strategy

ANTI-bullying STRATEGY

This site is a NSW government site to support schools to provide safe and supportive environments that support anti-bullying strategies

Anti-Bullying Strategy

 

POLICY SELF-ASSESSMENT

The Student Pastoral Care and Wellbeing Policy Self Assessment is provided to support schools in their implementation of all Policy expectations. 
Download the Student Pastoral Care and Wellbeing Policy School Self-Assessment [Download as a Word doc, or complete the self-assessment in Google doc format by selecting 'Open with Google Docs' then going to File > Make a Copy]