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If you need help to understand the information in this policy, please contact the school office on (03) 366 4322.

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.

Jackson School 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 where student participation is encouraged and valued, 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.

Contents

School profile
School values, philosophy, and vision
Wellbeing and engagement strategies
Identifying students in need of support
Student rights and responsibilities
Student behavioural expectations and management
Engaging with families
Evaluation

Policy

School profile

At Jackson School we hold the care, safety and wellbeing of children and young people as a central and fundamental responsibility of our school. Our commitment is drawn from our values of Learning, Independence, Safety, Responsibility and Respect.

Jackson School P-12 is located at 40 Mulhall Drive, St Albans. Jackson School places its learners at the centre of all that we do. The school caters to the educational needs of each learner by providing an environment that inspires learning, promotes positive relationships and wellbeing, a sense of belonging, and a culture of respect and pride.

Effective teaching and learning of literacy, numeracy and the engagement and wellbeing of students are key components of the school's high quality programs ensuring breadth and depth in all curriculum areas. Staff, work together in professional learning teams to share responsibility for and cater to the individual learning needs of all students. The school has a culture of high expectations and focus on using available data with evidence-based learning growth for every student.

Our school caters for students aged five to eighteen. All students are currently funded through the Program for Students with Disabilities with a transition to Disability Inclusion to begin in 2024. All students have a mild intellectual disability, and some students also have secondary disabilities such as autism spectrum disorder (ASD). Student families represent a rich ethnic mix and a full range of socio-economic status, typical of local demography, with approximately 30% of students coming from a non-English speaking background. Students travel to school on free bus transport or make individual arrangements, travelling from surrounding suburbs that extend as far as Melton.

All staff at Jackson are fully trained and registered with Victorian Institute of Teaching. The school has a strong focus on effective transitions throughout the school and the provision of learning pathways for all students.

2. Wellbeing and engagement strategies

Jackson School has developed a range of strategies to promote engagement, an inclusive environment, positive behaviour, and respectful relationships for all students in our school. We recognise the importance of student friendships and peer support in helping 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.

A summary of the Tier 1 Universal (whole of school), Tier 2 Targeted (group specific) and Tier 3 Individual (student specific) engagement strategies used by our school are included below:

Tier 1 - Universal

Tier 1 supports focus on a whole school approach targeting all students across all year levels. Wellbeing supports at this level include a range of strategies embedded in our daily practises. Such strategies include:

High Impact Wellbeing Strategies (HIWS) - HIWS is implemented as a whole school approach to promote student social and emotional wellbeing.

Independent Learning Curriculum – This curriculum compromises on different topics related to increasing the wellbeing of our students aligned to the Health/Pe curriculum. This includes, Rights, Resilience and Respectful relationships is taught weekly using resources provided from the framework. Sexual Health Victoria focuses on teaching students about their body and safe relationships. ESmart (including eSafety Commissioner) is another element of the curriculum where students learn about being safe and respectful online. This includes strategies from the Berry Street Education Model (BSEM) focused on trauma-informed practice.

Mental Health Strategy - This includes the mental Health in School Initiative (MHiPS) and MHP in secondary schools to promote whole school mental health strategies supported by Beyond Blue. Teachers assess against the Murdoch University’s Mental Health Continuum.

School Wide Positive Behaviour (SWPBS) - The school uses SWPBS program to deliver the state-wide SWPBS initiative. This includes the expectations system, reinforcement system, redirect and reteach. SWPBS has four key elements all interacting to inform, refine and maintain our systems these include: Outcomes - academic and behaviour targets that are endorsed and emphasized by students, families, and educators. Practices - interventions and strategies implemented across the whole school that are researched and evidence based. Data - information that is used to identify status, need for change, and effects of interventions. Systems - supports that are needed to enable the accurate and durable implementation of the practices of SWPBS.

Food Bank – Food bank Australia provide food for breakfast club. They also provide food boxes for families as well as vouches for food markets.

Independent Learning Plans (ILP) - All students at Jackson school have an individual learning plan with a termly goal from the Victorian Curriculum (Personal and Social Capability). Goals are set termly and review in student’s end of semester reports.

Student Support Group Meetings – All students have a formed Student Support Group (Principal Nominee/Leadership, Classroom Teacher and Specialist Teachers, Education Support Staff and Parents/Carers. All students have access to other wellbeing staff which includes a Social Worker, Occupational Therapist, Speech Pathologist and Behaviour Therapist. These convene termly to set goals, strategies, and adjustments and to review progress.

Health and Fitness – All student have weekly Health and Fitness sessions as part of the Active Schools initiative and Sporting Schools Grant. This may include sessions delivered by external providers.

Safe Schools – The school actively fosters a safe environment that is supportive and inclusive of LGBTIQA+ students.

Child Safe Standards - We are a child safe school and follow the PROTECT policy guidelines including: Four Critical Actions.

Community Understanding Safety Training (CUST) – All school staff have participated in the Department of Education CUST training provided by the Koorie Education Support Officers to support and deliver ATSI perspectives within the classroom curriculum.

Disability Inclusion – As a school we use the Disability Inclusion Functional Domain Table and activities to provide inclusive practices and responsible adjustments for all our learners.

Healthy Eating Promotion – Targeting students and families about healthy eating for life through good practice at school, newsletter, and student videos. We offer daily recess fruit to whole school.

Jackson Social - Is a program developed by the Allied health team and shared throughout Jackson learner. The program is designed to support students' social skills focussing on how we interact and communicate with others, including verbal and non-verbal communication. Social thinking is the ability to consider your own and other thoughts, emotions, and feelings.

Zone of Regulation - The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control. Each classroom is provided with visual posters of what zones represent along with strategies for students to use to self-regulate emotions.

Protective Intervention Training (PIT) – Staff completed PIT as part of a professional development session to increase their awareness and safety when working with children when they are distressed.

Tier 2 – Targeted (Early Intervention/Cohort Specific)

Tier 2 intervention support includes a range of interventions targeting the needs of our students that may require additional support with engaging at school. Our Tier 2 Interventions include:

Equity funding - School receives additional funding to address the additional learning needs of students and reduce the impact of disadvantage on student outcomes.

Mental Health Menu - The Schools Mental Health Fund supports Victorian Government schools to select programs, staff, and other support from an evidence-based menu. The Menu will help schools best meet their students’ mental health and wellbeing needs.

Cohort Camps – A scope and sequence is available for all cohorts. This includes Prep–2 - late night at school, Year 3/ 4 - one night school sleep over, Year 5/6, Year 9/10 and - Year 11/12- two-night camp at a designated location with camp activities planned.

Jackson Learner (JL)Case Management Meeting (CMM) - Jackson Learner is held weekly in cohort specific groups, where Case Management Meeting are individually focused on student learning, wellbeing and engagement. Specialised advise is given from speech pathologists, occupational therapists and cohort leaders when required.

Imaginary Play (Prep – Year 2) - Learn to play is designed to increase critical thinking, build expressive/receptive language, and increase social skills, specifically for our prep to year two students. The program is supported by our Speech Pathology team and occurs twice a week.

Gross Motor Program (Prep – Year 2) - The Gross Motor program focuses on enabling students to perform everyday functions such as balancing. The program focuses on our prep to year two students and is support by our Occupational therapist and Physical Education teacher. The program timetabled once a week.

Art Therapy - Art Therapy combines creativity and counselling in a person-centred and strengths-based way, to support wellbeing inside and outside of the classroom. Art Therapy uses alternative engagement techniques that can be a great alternative to traditional talk therapy. This supports students to express their emotions, build their self-esteem, foster self-identity, develop social skills in neurodivergent affirming ways, process their thoughts in a positive manner and learn about their strengths.

Music Therapy (Ukulele) - Ukulele is a form of music therapy that creates a sense of achievement and belonging with our students. Ukulele sessions aim at building students' self-esteem and confidence through music. Sessions also target building personal skills such as following routines, sharing, waiting and working as a group.

Hands On Learning (including Keilor Down College Partnership) - Hands on Learning is a program specifically designed to support students learning in an alternative setting from a classroom. Selected or recommended students for this program work with our HOL teachers who support student learning through a range of different activities based on a hands-on approach linked with real life tasks such as building objects, gardening, and general maintenance. Students participate in various projects both on-site around the school and off-site with our partner school Keilor Downs College.

Targeted Fitness Sessions - Fitness Programs are delivered differently across the school to specifically target the health needs of all our students. Fitness is also a Tier 1 program that focuses on increasing health and fitness across the whole school. Fitness sessions for Tier 2 interventions target small groups in cohorts that aim at building social skills, communication, and self-regulation strategies.

Animal Therapy – Canine Comprehension, targeted group programs to enhance social skills, confidence, and self-regulation to nurture success through fostering emotional wellbeing and resilience.

Youth Worker Groups Small group work to target relevant topics in a safe and supported environment. These may include girl’s groups, sexual health, drugs and social media.

LOOKOUT for OOHC – Ongoing partnership with Lookout which supports all our Out of Home Care students.

Foundation House – Foundation House Professional Learning is provided to upskill staff with supporting students from a trauma and refugee background.

Other Small Group Interventions – Liaising with additional external services and in partnership with universities to offer additional targeted group programs to support students with engagement and wellbeing needs.

Self-Determination Reform (Campfire Conversations, ATSI Camp) - We offer the opportunity for Indigenous families to have contribute towards creating a learning environment that respects and values Koorie cultures and identities. All indigenous students are offered to attend a camp once a year to deepen their understanding of their culture.

Dental Van – Dental services are offered to all eligible students.

Tier 3 Targeted

Animal Therapy (Equine, Guinea Pigs, Dusty, Canine Comprehension) - The safe use of animals to enhance learning and wellbeing for students that are disengaged or require additional support.

Student Support Services – Provide support and assistance with vulnerabilities and barriers to engage in school.

Department For Families, fairness, and Housing (DFFH) – Child Protection is specifically targeted support to children and young people at risk of harm or where their families are unable to protect them.

Orange Door: a voluntary family and family violence support program that provides referral and pathway linkages to support families in the Brimbank and Melton areas.

State School Relief – Provides funds to families with a concession card to provide school uniform and equipment for students.

CSEF - Camps, Sports and Excursion fund that can be accessed by all families with a concession card. This provides a cash sum to assist families for the payment of camps and excursions.

Behaviour Support Plans (BSP) including De-escalation Plan – A BSP includes a summary of behaviour and adjustments to support students at school. These plans include adjustments implemented in the classroom and across the school and additional interventions that the students may attend. A de-escalation plan includes a cycle of the behaviour that the student may display when distressed. This is a guide for staff working with the student to identify how and when to provide support.

FBA- A Functional Behaviour Analysis is administered by a qualified Behaviour therapist to gain additional information on a student's specific behaviours.

Navigator - supports disengaged young people to return to education and learning.

FLO (FLIP at Melton Secondary College) An online re-engagement program to support students to complete their education with the support of an online tutor. Program available for year 7 – 10.

Youth Justice – Work together to support any students in the Justice system.

Pro Active Police Unit (PPU)– The school maintains a relationship with PPU to support students who are at risk of unlawful activity.

Food Bank Boxes – Donation of food boxes for vulnerable families.

Mental Health Practitioner (MHP) - MHP aims at supporting students identified that require individualised support with mental health concerns from 12 years old and over. Referrals to our MHP can be completed by staff, however consent by parents must be obtained for sessions to commence. MHP also liaises with Oxygen and Be You Suicide Prevention services.

Social Worker: provides direct and indirect social work services to students experiencing social, emotional and/or behavioural problems that interfere with their performance in school, and facilitates communication among school, home, and community providers.

Headspace: provides information, support and services to young people aged 12-25 and their families in the Brimbank and Melton area.

National Disability Insurance Scheme (NDIS) - Supports our students who have an Intellectual disability with identifying what disability supports are needed for them to achieve their life goals. Jackson School works collaboratively with NDIS service providers such as speech therapists, occupational therapists, behaviour support therapists and carers.

Speech Pathology- The Speech Pathology services is delivered primarily in collaboration with teachers, educational support staff and school wide approach via Jackson Learner. The overall goal is to support the development of students’ communication, and social skills to enable them to participate within the school curriculum. The work focus on the following areas: Assessments, AAC (alternative and augmentative communication) systems, pragmatics (social use of language) through the school wide Jackson Social Program.

Play skills through the Imaginative Play Program (lower Primary) - Learn to play is a therapeutic program that has been created by Karen Stagnitti. The program is designed to support the following areas of play, sequence of play, object substitution, teddy / doll play and social role play. The Allied Health team have differentiated and modified the program to meet the specific needs of our students.

Occupational Therapy - The Occupational Therapy service aims to maximise a students’ ability and potential to independently participate in a variety of activities. The occupational therapist works with teachers, educational support staff and students in the following areas: Assessments, gross motor skills (lower primary), Self –care, Sensory processing, promoting regulation Skills (Zones of regulation), prescription of adaptive equipment and social development through the school wide Jackson Social Program.

Youth Worker – Assists young people as individuals or in groups to solve social and emotional problems in an agency framework.

Outreach re-engagement programs and plans - Providing an engaging program to students who require an alternative placement to a school setting. This may include home visits, online work, or equine therapy. This can be with, youth worker, social worker, or leading teachers. The school monitors individual student attendance and develops Attendance Participation Plans in collaboration with the student and their family.

Tier 3 Goal Bank is used to measure student progress through Accelerus of the schools our various wellbeing interventions. The goal back was developed using the Victorian Curriculum from the Personal and Social Capabilities Curriculum.

3. 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 highlights the rights and responsibilities of members of our community.

Students have the right to:

participate fully in their education program.
feel safe, secure, and happy at school.
learn in an environment free from bullying, harassment, violence, 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.

Students are invited to decide on their five key contact adults at school. Use of the communication board/ software is used for our non-verbal students to say when they need help. Further information about raising a complaint or concern is available in our Complaints Policy.

4. Student behavioural expectations and management

Behavioural expectations of students, staff and families are grounded in our school’s Statement of Values.

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.

When a student acts in breach of the behaviour standards of our school community, Jackson School will institute a staged response, consistent with the Department’s Student Engagement and Inclusion Guidelines. Where appropriate, parents will be informed about the inappropriate behaviour and the disciplinary 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. Jackson school will adhere SWPBS Behaviour Flow Chart that supports staff and students follow our behaviour support practices in line with department guidelines. Refer to the Behaviour Flow chart for more information.

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.

The Principal of Jackson school 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.

5. Engaging with families

Jackson School 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 work hard to create successful partnerships with parents and carers by:

ensuring that all parents have access to our school policies and procedures, available on our school website and iNewsletter.
maintaining an open, respectful line of communication between parents and staff
providing parent volunteer opportunities so that families can contribute to school activities and events.
involving families in school decision making through our school council
coordinating resources and services from the community for families
Inviting parent to attend our school community events, such as fetes, concerts.

8. Evaluation

Jackson School 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:

Attitudes to school student survey
Wellbeing continuum
SWPBS
Incident reports
School reports
Parent survey
Attendance
Teacher Assessments of interventions
Intervention goals
Record or Specialist Involvement
SOCS

Communication

This policy will be communicated to our school community in the following ways:

Available publicly on our school’s website through iNewsletter
Included in staff induction processes
Included in parent & staff handbook/manual
Included in transition and enrolment packs
Sent out through Seesaw so that it is easily accessible to parents, carers and students
Included as annual reference in school newsletter
Made available in hard copy 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 are also relevant to this Student Wellbeing and Engagement Policy:

Child Safety and Wellbeing Policy
Bullying Prevention Policy
Inclusion and Diversity Policy
Statement of Values and School Philosophy

POLICY REVIEW AND APPROVAL

Policy last reviewed	23/03/2026
Consultation	School Council consultation 24/03/2026
Approved by	Principal
Next scheduled review date	23/03/2028

PAL Resources