Protective Behaviour Policies & Procedures Rationale
Our school is a special assistance school which attracts a cliental that is not attending the local school system because of behaviour issues, learning difficulties and unstable home environments. Due to these difficulties the policies and procedures needs to reflect the extra ordinary needs of these children. Many of our children are being supervised or monitored by the Family and Community services and many are at risk: possibly already victims of physical, emotion and sexual abuse.
Our school assumes more of a pastoral care role than would be usually expected by a school. We attend to medical issues, emotional needs and day to day essentials by supplying breakfast, lunch and snacks during the day. The school provides uniforms and collects the children from their homes. All these actions lead to close relationships and increased responsibility around the care of these children. Our school fulfils parental roles that are often unfilled at home by parents or carers as they too can be victims of abuse or disadvantage themselves.
It is understood as a staff member of the school that extra responsibility is expected. Open affection and comfort is part of this care. Modelling appropriate behaviour and emotions is an expectations that our school requires form all staff and volunteers. The role of Redfern Jarjum College is to build successful relationships and develop life skills: this includes developing self-determination, self-motivation and regulation so more choices and options are available for our children into the future.
This is achieved by the children contributing to their agreements and expectations of behaviour, creating their own rules and consequences, being involved in directing their own learning and participating in planning their daily program together with supporting staff and volunteers.
To fully achieve the school purpose we encourage strong community engagement. This again increases the responsibility of staff members, as we visit homes in an official capacity to support the families with documentation and engaging a range of other services for the children. This could also include transporting children, families and carers.
For staff wellbeing, transparency around these issues is essential and always under the guidance and supervision of the Principal.