Pastoral Care Guidelines - Revised

8/3/2019 Pastoral Care Guidelines - Revised

1/24

PASTORAL CAREGUIDELINES FOR CATHOLIC SCHOOLS

Catholic Education Office, Sydney38 Renwick Street (PO Box 217)

Leichhardt NSW 2040

Ph (02) 9569 6111 Fax (02) 9550 0052

http://ceo.syd.catholic.edu.au

0


2/24

USING THESE GUIDELINESThese Guidelines are designed to assist Catholic Primary and Secondary schools to review

their Pastoral Care policies. They are published in hard copy format, but a range of strategies

and resources to supplement them can also be found on the Pastoral Care section ofCurriculum Online, accessible through the CEO Website www.ceo.syd.catholic.edu.au

This website includes information on countering harassment, and on dealing with illegal

substances and prohibited weapons in schools.

These guidelines, including the Suspension and Expulsion Policy set out on pages 15-20,

were approved by the Sydney Archdiocesan Catholic Schools Board on 20 February 2003. In

preparing this booklet the CEO, Sydney has drawn significantly on Pastoral Care of Students

in Catholic Schools, Catholic Education Commission of Victoria, reprinted August 1994.

What makes the Catholic school distinctive is its

attempt to generate a community climate in school that

is permeated by the Gospel spirit of freedom and love.

The Religious Dimension of Education in a Catholic Schools, 1988.

Revised 2007

Catholic Education Office, Sydney, 2003

Publication no. 1191

Printed in Australia

Copyright Reserved

1
http://www.ceo.syd.catholic.edu.au/http://www.ceo.syd.catholic.edu.au/


3/24

FOREWORD

In 1986 the Catholic Education Office (CEO), Sydney published policy and supportdocuments on pastoral care to assist school communities in developing their own pastoral

care policies. These documents were used extensively and successfully in the formulation

and delivery of pastoral care policies and practices in our schools.

While the pastoral care of students has always been a focus for Catholic schools, there is

today a certain urgency to its challenges and responsibilities. Rapid and complex social

change is resulting in substantial uncertainty, insecurity and stress in families, in the

community at large and among students in our schools. The possibilities and limits of each

schools response to these realities require constant appraisal.

These guidelines, drawing on our previous documents, current practices and the work of the

Catholic Education Commission of Victoria, have been prepared to assist Primary and

Secondary school communities to re-examine their understandings of, and approaches to,

pastoral care. They offer an overview of the philosophy and principles upon which the

pastoral care of students in Catholic schools is based. The dimensions and features of

pastoral care are described, as well as approaches to policy formulation, policy review and

policy implementation. Finally, attention is directed to the development of student

management policies and to appropriate pastoral responses to serious offences.

Priority 4 of the Sydney Catholic Schools Towards 2005 Strategic Management Plan: Mark2 commits us as partners in Catholic education to addressing the diverse needs of students.

In order to achieve this goal, our schools, must provide high-quality pastoral care. The good

news it that this has in fact become an essential and defining characteristic of our Catholic

schools.

If the ethos and identity of Catholic school communities are to remain strong and vital, it is

essential that pastoral care for students be given high priority in your school. As you review

and renew the scope and quality of your current provision, I commend these guidelines to

you as a worthy framework for discernment and action.

I would also take this opportunity to pay tribute to those teachers and support staff who, on a

daily basis, continue to provide high-quality care for our students.

BR KELVIN CANAVAN, FMS

EXECUTIVE DIRECTOR OF SCHOOLS

2


4/24

CONTENTS

1. FLOWING FROM OUR VISION 5

Flowing from our Vision Statement 5

Dimensions and Features 6

A Commitment to Justice and Service 8

2. PASTORAL CARE POLICY 9

Developing a Pastoral Care Policy 9

A Suggested Process for Policy Review 10

3. STUDENT MANAGEMENT 13

Developing Discipline Policies 13

Responding To Serious Offences 14

Suspension and Expulsion Policy 15

Suspension (External) 15

Deciding on, Notifying and Resolving a Suspension 16

Expulsion 17

Appeals Processes 20

4. REFERENCES 22

3


5/24

FLOWING FROM OUR VISION

Catholic schools have always been acknowledged for their high standard of pastoral care, and

parents consistently mention this when explaining their choice of Catholic schools for theirchildren. All those associated with Catholic education can be proud of this tradition.

The key to good teaching and learning in our schools is the learning environment, and the

quality of this environment is significantly determined by the human relationships within the

school. Pastoral care cannot be thought of in separate terms from the teaching and learning

within the school; it is a key determinant of successful learning. Good pastoral care is

exemplified by:

quality teaching and learning

good discipline

high expectations of student performance

teachers caring for students at the human level

Flowing from our Vision StatementHigh-quality pastoral care flows from our vision of Catholic education as expressed in our

Vision Statement:

Because we believe that authentic Catholic schools are founded on the person of Jesus Christ

and enlivened by the Gospel, we are committed to the development of Catholic schools

which:

embrace the example of Jesus and the teaching of the Gospel, especially in relation to

faith, hope, love, forgiveness, justice and freedom

reflect the love of God within their communities

We invite schools to examine critically:

the practical expression of the Gospel message within and beyond their communities

their care for those within the school community, especially those experiencing

disadvantage

the extent to which students experience school as a place of hope and promise for their

future.

Because we believe that authentic Catholic schools highlight the relevance of our faith to life

and contemporary culture, we are committed to the development of Catholic schools which:

promote the dignity of the human person and the value of human life

help students assess how they can contribute positively to a contemporary Australian

culture

encourage students to contribute to the sacredness of the human story by promoting

justice, peace, harmony with creation, and service to the community


the moral and ethical stances taken regarding all aspects of human life

4


6/24

how success and failure are understood, the approach to discipline, and the pastoral care

available to students

the variety of opportunities provided for students to make their community a better place

in which to live

the emphasis given to the value and dignity of all peoples within a harmoniousmulticultural society.

Because we believe that authentic Catholic schools are committed to the development of the

whole person, we are committed to the development of Catholic schools which:

provide loving, caring and secure environments

recognise the individuality and dignity of each student

foster life-giving relationships within the school community


the ways in which they foster the dignity, self-esteem and integrity of each person

the quality of relationships within the school, and the pastoral care of each person

the recognition given to the variety of learning styles of students.

Vision Statement, Sydney Archdiocesan Catholic Schools Board, (new edition) March 2002.

Dimensions and FeaturesThe following dimensions and features of pastoral care are derived from an analysis of

current practice in our Catholic schools:

Quality of Relationships

In the schools daily and routine life, the ways in which people interact with each other

significantly affect each persons sense of self-worth, belonging and well-being.

The fostering of high-quality interpersonal relationships among teachers, students, parents

and ancillary staff is a responsibility shared by everyone.

Teachers in particular set the tone and priority of pastoral care by their witness and example.

Teachers need to be known as caring, compassionate adults who take a real interest in the

lives of their students and who set appropriate boundaries within those teacher-student

relationships.

1

Teachers must always remember that when relating to students, the use of any kind of

physical coercion or humiliation is entirely inappropriate.

Those working in child-related occupations must always be aware that their interactions with

students are based on a special trusting relationships, and that those relationships are open to

intense scrutiny.

Similarly, students need to recognise their own potential for building acceptance, trust,

esteem and friendship among their peers, and to clearly understand the role of their teachers.

56

1 Teachers can be assisted in their awareness of appropriate behaviours for managing students by visiting the CEO, Sydney SAO

site/Employee Relations/Child Protection / Child protection Update No 9/Special Edition


7/24

Pastoral programs

Pastoral programs represent a specific and planned means of helping students to value

themselves and to experience well-being. They should include programs for self-esteem,

social relationships, moral development, vocational awareness, sexuality, health and personal

safety. Drug awareness programs and programs dealing with grief and loss should also be

included in a schools pastoral curriculum.

Comprehensive and inclusive approaches to teaching and learning

The provision of a comprehensive and inclusive curriculum is inextricably linked to the

highest ideals of pastoral care. In the light of changing educational priorities, economic

uncertainties and limited employment prospects for many of the nations young people, each

schools curriculum provision needs to be comprehensive and of the highest quality so that

students gain the competence, confidence and right to participate in the cultural and

productive life of society.

Such curriculum provision is essentially concerned with deeper understandings of:

how individual students learn

improvement in the quality of teaching and learning

fair and just assessment procedures.

It needs to be responsive to students with special needs, and should endeavour to redress

educational disadvantage brought about by such factors as socio-economic status, gender,

ethnic origin and race.

Supportive school-family relationships

For the majority of students, the family unit and the school are among the most formative

influences in their lives. It is therefore essential that relationships of trust, cooperation and

partnership be developed between the school and family members, and that school personnel

always respect and are sensitive to, diverse cultural values and family structures.

While pastoral care initiatives must respect the privacy of students lives, many students and

their families actively seek the schools support in times of crisis and instability. Within the

limits of its resources and expertise, a school committed to the total well-being of its students

endeavour to provide this intensified support.

Formation in self-discipline and responsibility

Pastoral care in Catholic schools is vitally concerned with the fostering of students self-

discipline. It aims to develop persons who are responsible and inner-directed, and capable of

choosing freely in accordance with their conscience (The Catholic School, n 31). Pastoral

care should also help students to recognise that their fundamental freedoms and rights are

reciprocated by responsibilities.

Discipline policies, school rules and sanctions are intended to promote the good order of the

community, and as such they are positive concepts. They should be aids to the fostering of

self-discipline and responsibility, so that students progressively grow in their capacity to

exercise moral judgement, democratic values and a concern for the common good.

6


8/24

Effective networks of care

Pastoral care involves every member of the school community. A commitment to partnership

and shared responsibility among staff, students, parents and other family members is an

integral feature of pastoral care.

There are many resources within the wider community which support pastoral care in

schools, including church groups, family welfare services, respite care and health services. It

is important that schools ensure that all support services are identified, and that strong links

are established with all the agencies that may be able to support students in need.

Organisational structures

The effectiveness of a schools pastoral care is directly related to the structural and

organisational arrangements of the school. In the Primary school, the class teacher takes the

primary responsibility for the daily care of the students. In a Secondary school, this role isshared more broadly. Timetabling and administration can significantly enhance the climate

and experience of pastoral care, particularly when such arrangements are flexible and

responsive to the needs and well-being of students.

Some aspects of pastoral care require the establishment of specific structures and

organisational arrangements, for example, home groups, parent liaison and student

counselling. If the ideals of pastoral care are to be achieved, pastoral structures must be

collaboratively constructed, well co-ordinated, adequately resourced and subject to ongoing

evaluation.

A Commitment to Justice and Service

Pastoral care in Catholic schools endeavours to uphold and sustain those policies and

practices which foster the values of mutual respect, responsibility and service within the

community. A commitment to democratic processes, cooperation and concern for the

common good are principles which students are progressively encouraged to emulate in their

relationships with others.

In addition, pastoral care aims to ensure that opportunities for students and all members of

the community are not prohibited by differences brought about by factors such as socio-

economic status, gender, ethnic origin, race or disability. A school community needs torespond with increasing sensitivity to the social and cultural diversity of its members.

Through pastoral care it should promote respect and support for diverse family structures,

different ways of giving expression to Christian faith, and awareness of cross-cultural issues.

While justice grounded in Christian faith is essentially communal in its character and

orientation, its realisation does not preclude or diminish respect for the rights and needs of

individuals. In this context, pastoral care in Catholic schools plays an important role in

ensuring that the schools policies and practices respect the dignity, rights and fundamental

freedoms of individual students. Also, it seeks the provision of learning opportunities for

individual students which are responsive to their unique needs for growth and fulfilment.

7


9/24

PASTORAL CARE POLICYThe CEO, Sydney asks that each school formulate a Pastoral Care policy and make a

commitment to ongoing appraisal of its directions, emphases and recommended practices.

Ongoing appraisal offers the opportunity to affirm the strengths of each schools pastoralcare, and also to confront perceived limitations and weaknesses. In this context, ongoing

appraisal represents a commitment to improved and effective pastoral service which is

essentially dynamic in character and expression.

This document is recommended as a key reference for Catholic schools in formulating and

reviewing Pastoral Care policies. In particular, the material which follows is designed to

support schools in determining appropriate procedures for policy formulation and policy

renewal.

Developing a Pastoral Care Policy

The Pastoral Care policy identifies and expresses a common vision about pastoral care. It

aims to:

give expression to the relationships of faith, care and support which characterise the

schools vision, ethos and practice

identify intentions and patterns for taking action

provide a framework within which the school community can maintain consistency of

decisions and actions related to pastoral care

enhance stability and continuity of pastoral care initiatives

provide a clear basis for the development and implementation of related school policies,such as a schools discipline policy or policies related to students with special needs

reflect diocesan requirements and State and Commonwealth legislation in relation to the

education and welfare needs of students

have a formative influence upon the school community in its process of being formulated,

reviewed and/or renewed.

How is a Pastoral Care policy formulated?

A variety of structures may be used to ensure that the policy is collaboratively constructed.

School staff, parent representatives, students and priests/chaplains should share responsibility

in both formal and informal consultations. The degree of collaboration will determine the

effective implementation of the policy. Where the policy is collectively developed, there is a

greater likelihood of it being collectively owned and respected.

How is a Pastoral Care policy presented?

When formulating or reviewing a Pastoral Care policy statement, schools have found it useful

to structure it around the following major components:

Identification of the scope and character of pastoral care

Pastoral care is a complex concept. Rather than attempt a definition which may prove to be

static and limited, schools may prefer to combine some of the theological and

8


10/24

philosophical insights and perspectives which have particular meaning and appeal to the

school community. Section 1 of this booklet will assist in this task.

Statements of common beliefs

Schools can make their statements more accessible by expressing what they mean by pastoralcare as a series of belief statements. For example:

We believe that students have the right to pursue a curriculum which suits their own

individual needs and which responds to what the community expects from Catholic schools.

We believe that relationships of trust, co-operation and partnership between school

personnel and families are of fundamental importance.

Pastoral care initiatives within the school

The range and variety of school responses is considerable. Each school will focus onparticular initiatives that seem to respond most closely to the need of its students. For

example, some schools will give priority to the provision of pastoral programs; others will

pay particular attention to the organisation of home room groups; others will give priority to

liaison with other community and welfare groups in the local area.

It is important that features related to safety, which may sometimes be taken for granted, be

included in this section. For example, yard duty by teachers, or maintenance of play

equipment by parent working parties.

Section 1 of this booklet will assist in this area of formulating the policy.

Implementation and evaluation procedures

Pastoral care initiatives need to be attentive to the changing needs of students, and to the

unique needs of individual students.

The Pastoral Care policy indicates what procedures are in place to monitor and evaluate

particular programs and practices. It also identifies procedures for setting new priorities and

directions as required.

A suggested Process for Policy ReviewIn reviewing policy on pastoral care, there are a variety of approaches that might be adopted.

The following approach is presented on the assumption that those with responsibility for co-

ordinating the task will modify and adapt these procedures to suit their particular situations.

Overview of process

1. Formulate a policy brief

2. Resource the process

3. Explore and clarify understandings of pastoral care

4. Address critical issues

5. Review/analyse current practice

6. Comply with legal requirements

9


11/24

7. Establish direction, priorities and achievable goals8. Formulate, disseminate and consult re draft statement9. Implement final statement10. Organise for ongoing evaluation.

While the procedures in this model are sequentially ordered, the appropriate point of entry

into the process and sequencing of events might differ for some schools. Each schools

Pastoral Care policy is validated by a visiting panel at the time of the Educational Audit.

1. Formulate a Policy Brief

Establish a working/co-ordinating group

Clarify the task and terms of reference

Establish timelines

Outline consultation processes

Determine lines and measures of accountability.

2. Resource the Process

Determine the human and material resources required to undertake the task

Design and implement a series of professional development programs to support

and enrich the work

Disseminate a range of relevant readings, research literature and documentation.

3. Explore and Clarify Understandings of Pastoral Care

Refer to the schools Mission or Vision Statement as a basis for describing pastoral

care.

Drawing on the experience and perception of staff, students and parents, worktowards some statements of common belief about pastoral care

Include in this process some articulation of the theology of pastoral care (see

earlier sections of this document for some assistance in this matter).

Document all major outcomes related to this.

4. Address Critical Issues

There may be some critical issues that need to be addressed eg bullying, racism,

sexual harassment, homophobia, illegal substances, dangerous weapons

Such issues may in effect be the cause of such a review.

5. Review and Analyse Current Practice

In consultation with staff, students and parents, identify the range of school

features, activities and practices which constitute and reflect pastoral care. The

framework for identification might include:

- quality of relationships- pastoral programs- comprehensive and inclusive approaches to teaching and learning- supportive school/family relationships- effective networks of care- co-ordinated and supportive organisational structures

- formation in self-discipline and responsibility

10


12/24

Identify the strengths and positive aspects of current practice

Identify those areas/aspects/practices in need of improvement or further

development

Examine the relationship between the ideals of pastoral care and current practice

Consider what needs, issues or challenges are not being addressed and require

development

Document all major outcomes related to this.

6. Comply with Legal Requirements

It is essential to keep relevant aspects of state and federal legislation in mind when

developing pastoral policies and plans.

7. Establish Direction, Priorities and Achievable Goals

Draw together documentation related to statements of belief and aspirations, as

well as material related to analysis of current situation

Determine future directions in relation to aspects and practices to be introduced,

continued and strengthened.

Consider the human and material resources available to implement these directions

Consider the structural arrangements for implementation

Propose goals and strategies to deal with these matters

Document a Draft Policy Statement for consultation

8. Formulate, Disseminate and Consult re Draft Statement

Schools should seek the communitys endorsement of the policy, paying particular

attention to feedback about areas requiring further development.

9. Implement Final Statement

Make final adjustments to statement

Delegate roles and responsibilities among staff

Organise for ongoing professional development of staff.

10. Organise for Ongoing Evaluation

Determine measures for monitoring and evaluating the implementation procedures

and the policy as a whole

Establish timelines and procedures for review and evaluation of the policy.

11


13/24

STUDENT MANAGEMENT

A schools discipline practice is closely linked with its pastoral care policy. Both seek to

promote respectful, secure and healthy environments in which students can prosper.

Catholic schools can successfully create environments which are supportive of individuals

and groups with special needs, conducive to worthwhile learning, which enhance a sense of

belonging and demonstrate a caring concern for the well-being of all of their members.

However, every school has some students whose personal and social problems manifest

themselves in behaviours which are disruptive to the teaching and learning program,

disrespectful of school rules and codes of conduct, or harmful to the well-being and security

of its members. In this context, pastoral care in Catholic schools ensures that disciplinary

measures and sanctions are approached, not merely as punitive actions, but as concerted

attempts to foster responsibility for actions and to change and heal destructive behaviours andbreaches of order.

Corporal punishment is expressly prohibited in all Catholic schools.

The material in this section is designed to support each school in achieving a balance

between the aspirations and objectives of pastoral care and the aspirations and objectives of

its discipline practices. Particular attention is given to responding to serious offences and

breaches of discipline.

Developing Discipline Policies

Discipline Policies, Rules and Sanctions

Disciplinary practices in Catholic schools aim to facilitate the development and experience of

responsible self-discipline among students. They also seek to promote the well-being and

good order of the community.

Discipline policies which determine acceptable student behaviour and appropriate

disciplinary measures should be intrinsically related to the principles and values of the

Gospel, and to the Christian vision of pastoral care described in an earlier section of this

booklet.

School Policy on Discipline

The schools Pastoral Care policy should include a statement on the schools discipline

policy. The policy should articulate appropriate measures for breaches of school discipline,

especially concerning serious offences. Staff members must refrain from using any form of

punishment which does not accord with the philosophy of this statement.

As such, some reference might be made to:

freedom of conscience

independence of thought and action

an expectation of forgiveness

aspirations towards growth in self-discipline a commitment to justice

12


14/24

the obligation to search for truth

respect for the rights of others

the reciprocity of rights and responsibilities

a concern for the well-being of all members of the community.

Rules and sanctions should be formulated within a framework that clearly recognises pastoral

care as the distinctive feature from which the ethos of the school emerges. From this

orientation it follows that rules and sanctions will have design characteristics which:

are cooperatively formulated, positive in orientation and purposeful

are just and reasonable

convey a sense of forgiveness

encompass a range of options that are related to the misdemeanour

are supportable and enforceable

contribute to the development of justice in the school

foster responsibility for actions

contribute actively to changing and healing destructive behaviours and breaches of

order.

An authentically pastoral formulation of rules and sanctions also will take into consideration:

the age and stage of development of students

the capacity of students to understand what is required of them, and why

the particular circumstances of life the student is currently experiencing

the need for the adequate supervision of students

research findings into the effectiveness of various rules and sanctions

the implications of various policy options for the physical and psychological welfare

of students

the implications of various policy options for the legal rights and responsibilities of

teachers

the degree and extent to which parents have been informed of student progress.

Responding To Serious Offences

A serious offence by a student challenges the school to demonstrate a commitment to thewelfare, rights and well-being of all its members, and at the same time to be responsive to

welfare rights and special needs of the perpetrator.

13


15/24

Suspension and Expulsion Policy2

Procedural Fairness in School InvestigationsThe following principles underpin the basic rights of all individuals when dealing with

authorities:

+ the right to respond (the hearing rule)

+ the right to an unbiased hearing (the bias rule)

School leaders must be mindful of these principles when applying the following policy and

procedures.

Definition of a serious offenceThe CEO, Sydney defines a serious offence as an activity or behaviour by a student which:

seriously undermines the ethos of the Catholic school; or consistently and deliberately fails to comply with any lawful order of a Principal or

teacher; or

is offensive or dangerous to the physical or emotional health of any staff member , visitoror any student; or

consistently and deliberately interferes with the educational opportunities and endeavoursof other students.

Some serious offences are by their nature criminal offences, and schools are obliged to

observe legal requirements.

Suspension (External) Student Misbehaviour

1. In determining whether a students misbehaviour is serious enough to warrantsuspension (ie exclusion from attending school), the Principal will consider the factorsincluding the safety and welfare of the student, staff and other students in the class orschool.

2. The full range of school student welfare and discipline strategies will have beenimplemented, in most cases, before a suspension is imposed.

3. In some circumstances the Principal may determine that a student should be suspendedimmediately. This will usually be due to reasons such as the safety of students or staffbecause of violence, threats of violence, the presence of weapons or illegal drugs.

4. Principals must suspend immediately and consistently with these procedures, anystudent whose behaviour includes the following:

Possession of a suspected illegal drugThe CEO, Sydney firmly believes that schools must be places which are free of illegaldrugs.

Suspension is to occur immediately if the substance is being represented by the studentas an illegal drug, or on confirmation that the substance is, in fact, illegal.

14

15

2 This Suspension and Expulsion Policy was approved by the Sydney Archdiocesan Catholic Schools Board on 20 February 2003.


16/24

Violence or threat of serious physical violence

Any student intentionally causing injury or threatening serious physical violenceagainst another student or teacher is to be suspended immediately.

Possession of a prohibited weapon

Any student possessing a prohibited weapon (eg a knife), or using or threatening to useany item or instrument as a weapon, is to be suspended immediately. The matter mustbe reported to the police.

5. Principals may also suspend, consistent with these procedures, any student whosebehaviour includes:

Persistent disobedience

Students who, in their relationships with staff, are persistently disobedient, insolent orengage in verbal harassment and abuse, may be suspended.

Persistent disruption

Students who persistently disrupt and prevent the learning and teaching of others maybe suspended.

Breach of school rules

Students who breach the schools published rules and regulations may be suspended.

In circumstances other than those outlined in 3 and 4 above, suspension will usuallyoccur after the Principal has:

ensured that all appropriate and available student welfare strategies and disciplineoptions have been applied and documented

ensured that all appropriate support personnel available, within the school systemand externally, have been involved

taken reasonable steps to ensure that discussion appropriate to the circumstanceshas occurred with the student and/or parent/caregivers regarding specificmisbehaviour which the school unacceptable and which may lead to suspension

provided to the student and/or parent/caregivers a formal written caution detailingthese behaviours, as well as clear expectations of what is required of the student in

future recorded in appropriate school files all action taken.

Deciding on, Notifying and Resolving a Suspension

Decision

1. The Principal should inform the student of the grounds on which suspension is beingconsidered. The student must be given the opportunity to respond.

2. The students response must be considered before a decision to suspend is made.

3. The decision to suspend must be taken by the Principal or authorised delegate.

15


17/24

Notification to Parents

1. A student will not be sent out of school before the end of the school day withoutnotification being made to a parent/caregivers and, if necessary, agreement reached aboutarrangements for the collection of the child from school.

2. Notification of suspension must be made to parents or caregivers in writing.

3. In all cases, the notification must include: notice of the suspension

the reasons for the suspension

the clear expectation that the student will continue with studies while suspended

the importance of parental assistance in resolving the matter

a reminder that parents/caregivers are responsible for the care and safety of thestudent while under suspension.

4. Parents and caregivers should be referred to the schools published discipline code.

If consideration is being given to transferring the student, or expelling the student from theArchdiocesan school system, the notification of suspension or formal warning must make thisintention clear.

Notification to Others

1. Where deemed appropriate, the Regional Consultant will be advised of the decision tosuspend by the Principal.

2. When relevant and appropriate, the Parish Priest may also need to be advised by thePrincipal.

Resolution

1. At the earliest opportunity, the Principal or authorised delegate must convene asuspension resolution meeting with the student and the parent(s) to discuss the basis onwhich the suspension will be resolved.

2. If, despite the schools requests, parents or caregivers are unable or unwilling to attenda suspension resolution meeting, the Principal should consider the individual merits ofthe case and refer the matter to the Regional Consultant. Alternative steps may then

need to be taken to resolve the suspension and facilitate the students return to school.

ExpulsionIn extreme circumstances, the Principal may transfer a student from the school to another

Catholic school (transfer), or may make a submission to the Executive Director of Schools,

recommending the expulsion of a student from the Archdiocesan School Systems

(expulsion).

Transfer

This means that the student is transferred from his/her school only, on the basis of

misbehaviour (refer to point 5 on the previous page). With the exception of thecircumstances outlined below (Unsatisfactory Participation), the Principal, in conjunctionwith the parents or caregivers, must arrange a suitable enrolment for the student in anotherCatholic school.

16


18/24

Protocols

1. When considering whether to transfer a student from the school the Principal must:

notify the student and the parents or caregivers, in writing, that a transfer from theschool is being considered, giving reasons for the possible action and allowingseven school days for the student, parents or caregivers to respond

provide the parents or caregivers with a copy of all documentation on which therecommendation to transfer has been based (taking account of the need to protect theanonymity and privacy of the complainants and/or witnesses)

consider any response from the student or parents before proceeding further

provide the parents or caregivers with the opportunity to discuss the implications ofthe transfer and provide information relating to the right to, and process for, anappeal if the transfer were to proceed.

2. If, having completed the action outlined above, the Principal decides to transfer astudent from the school, the Principal must advise the Regional Director prior toproviding formal notification to the student and the parent/caregivers.

3. Having reached a decision to transfer a student from the school, the Principal must:

inform the student and the parent/caregivers in writing by post or otherwise. Thisformal advice should also restate the right to appeal the decision

arrange (when the student is of compulsory school age) an alternative schoolplacement which is appropriate to the needs of the student, in conjunction with theparents or caregivers.

4. If a suitable alternative cannot be arranged, the Principal must move to:

refer the issue to the Regional Director for resolution, or

recommend expulsion from the Archdiocesan school system.

5. In the majority of cases, a transfer from a particular school should be finalised within areasonable period of time (eg within 20 days of suspension).

Expulsion Unsatisfactory Participation

This form of expulsion occurs when a student of post-compulsory age is expelled from

his/her particular school only, on the basis of unsatisfactory participation in learning. This

could consist of a documented pattern of non-satisfactory completion, failure to make aserious effort to meet course objectives, and/or non-compliance with Board of Studies

requirements for the award of a School Certificate or Higher School Certificate.

Before a decision is made to expel on this basis, the student must be given at least one formal

written warning that such action is being contemplated. The student must also be allowed a

reasonable period in which to demonstrate a satisfactory improvement in his or her

participation.

Where a student of post-compulsory age is being expelled on these grounds, the arrangement

of an alternative placement is the responsibility of the student and the students parents orcaregivers. If a suitable alternative cannot be arranged, there is no obligation in these

circumstances for the Principal to re-admit the student, refer the issue to the Regional

Director or recommend expulsion from the system.

17


19/24

Expulsion from the Archdiocesan School System

A decision to expel from the Archdiocesan school system can only be made by the Executive

Director of Schools or Acting Executive Director on recommendation from the Regional

Director or Acting Regional Director.

In cases where consideration is being given to recommending an expulsion from theArchdiocesan school system, the gravity of the circumstances requires that particularemphasis be given to all aspects of procedural fairness.

When recommending expulsion from the Archdiocesan school system, the Principal must:

1. place the student on suspension pending the outcome of the decision-making process.This action should be taken irrespective of any action by another agency, including theNSW Police Service.

2. notify the student and the parents or caregivers that expulsion from the Archdiocesanschool system is being considered, giving reasons for the possible action and allowingseven school days for the student, parents or caregivers to respond.

3. provide the parents or caregivers with a copy of all the documentation on which therecommendation to expel is based (taking account of the need to protect the anonymityand privacy of complainants and/or witnesses).

4. consider any response from the student and parents or caregivers before proceedingfurther.

5. give the student and parents or caregivers reasonable notice of an opportunity to attend aformal interview with the Principal.

6. provide the parents or caregivers with information on the implications of this action, theirrights to an appeal, and the appropriate procedures for submitting an appeal.

If, having completed the action outlined above, the Principal decides to recommend

expulsion from the Archdiocesan school system, the Principal must forward a submission tothe Regional Director detailing the reasons, the action taken to moderate the students

behaviour (where appropriate), a copy of all required documentation, and any response from

the student, parents or caregivers. This will be forwarded via the Regional Director to the

Executive Director of Schools for consideration.

While consideration is being given to expulsion from the Archdiocesan school system, the

student will remain on suspension. A decision will be made as soon as practicable following

the submission reaching the Executive Director of Schools.

In cases where consideration is being given to recommending an expulsion from the Archdiocesan school system, the gravity of the circumstances requires that particular

emphasis be given to all aspects of procedural fairness.

18


20/24

Appeals Processes Transfer and Expulsion

Students and parents or caregivers who consider that correct procedures have not been

followed, or that an unreasonable decision has been made, may appeal.

Appeals must be in writing, stating the grounds on which the appeal is being made.

Appeals are made to:

the Regional Director about a decision to transfer a student from a particular school, or

the Chairman of the Sydney Archdiocesan Catholic Schools Board about arecommendation to expel a student from the Archdiocesan school system.

The Regional Director will:

deal with the appeal within four school weeks of its lodgement

ensure that communication lines are maintained with the person or persons making theappeal, and that they are kept aware of the progress of the appeal

review all relevant material

ensure that appropriate material has been made available to the student and his or herparents or caregivers

discuss relevant issues with the person or persons making the appeal and any otherparties, as appropriate

advise in writing all the parties of the decision and the specific reasons for reaching the

decision.

The Chairman will appoint a suitable person or persons to review the Principals decision.

He/she will:

deal with the appeal within four school weeks of its lodgement

ensure that communication lines are maintained with the person or persons making theappeal, and that they are kept aware of the progress of the appeal

review all relevant material

ensure that appropriate material has been made available to the student and his or herparents or caregivers

advise all the parties in writing of the outcome of the appeal and the specific reasons forreaching the decision.

Where an appeal against a transfer is upheld, the Regional Director will decide what further

action is to be taken.

Where an appeal against an expulsion is upheld, the Executive Director of Schools will

decide what further action is to be taken.

The fact that an appeal has been lodged does not put on hold the Principals decision to

suspend prior to transfer from a particular school, or to suspend with a recommendation to

expel from the Archdiocesan school system.

19


21/24

20


22/24

REFERENCES

Key Documents

Vision Statement for Catholic Schools, Sydney Archdiocesan Catholic Schools Board (new

edition), March 2002

The Catholic School on the Threshold of the Third Millennium, St Pauls Publication, 1998

The Catholic School (Australian Edition), Society of St. Paul, Homebush, NSW, 1988

The Religious Dimension of Education in a Catholic School, St. Paul Publications, 1988

Related Policies and Support Material

Bullying. No Way!, Australian Education Authorities website,

http://www.bullyingnoway.com.au

Social Responsibility Years K-6, Catholic Education Commission, NSW, Sydney. 2002

Social Responsibility Years 7-12, Catholic Education Commission, NSW, Sydney, 2002

Child Protection Guidelines 2001, Policy and Procedures for the Implementation of the Child

Protection Legislative Reform Package, CEO, Sydney, 2001

Countering Harassment, Policy Statement for School and CEO Staff, CEO, Sydney,

February 2002

Critical Support Incident ManagementGuidelines for Catholic Schools, CEO, Sydney, 1995

Guidelines to Support the Development of School-Based Drug Education Policies and

Practices, Catholic Education Commission and AIS NSW, 2001

HIV/AIDS Education in Catholic Schools K-12, CEO, Sydney and Parramatta, 1987

Towards Healing, National Committee for Professional Standards, 2000

Racism no way. A guide for Australian Schools, Commonwealth Department of

Immigration and Cultural Affairs, 2001

Restorative Practices in the School Setting, Marist Youth Care (2003) www.maristyc.com.au

Student Safety in Schools: Policy Guidelines, Catholic Education Commission NSW, 1996

Towards Healing, National Committee for Professional Standards, 2000

21
http://www.bullyingnoway.com.au/http://www.maristyc.com.au/http://www.maristyc.com.au/http://www.bullyingnoway.com.au/


23/24

22


24/24