APAPDC National Safe Schools Framework Project

1. APAPDC National Safe Schools Framework Project

2. Aim of the project To assist schools with no or limited systemic support to align their policies, programs and procedures with the NSSF.

3. Aims of the NSSF To assist all school communities in building safe and supportive schools where: • bullying, harassment and violence are minimised; • students receive support on issues related to child abuse and neglect

4. Session 1Unpacking the Framework The NSSF resources • The Framework document • The Implementation manual • The Resource pack • The Appendices • The workbook • The website p 7

5. Session 1Unpacking the Framework Eleven guiding principles Six key elements pp 8 & 9

6. 1 Australian schoolsaffirm the right of all school community members to feel safe at school.

7. 2 Australian schoolspromote care, respect and cooperation, and value diversity.

8. 3 Australian schoolsimplement policies, programmes and processes to nurture a safe and supportive school environment.

9. 4 Australian schools recognise that quality leadership is an essential element that underpins the creation of a safe and supportive school environment.

10. 5 Australian schools develop and implement policies and programmes through processes that engage the whole school community.

11. 6 Australian schools ensure that roles and responsibilities of all members of the school community in promoting a safe and supportive environment are explicit, clearly understood and disseminated.

12. 7 Australian schools recognise the critical importance of pre-service and ongoing professional development in creating a safe and supportive school environment.

13. 8 Australian schools have a responsibility to provide opportunities for students to learn through the formal curriculum the knowledge, skills and dispositions needed for positive relationships.

14. 9 Australian schools focus on policies that are proactive and oriented towards prevention and intervention.

15. 10 Australian schools regularly monitor and evaluate their policies and programmes so that evidence-based practice supports decisions and improvements.

16. 11 Australian schools take action to protect children from all forms of abuse and neglect.

17. School values, ethos, culture, structures, student welfare Establishment of agreed policies, programs, and procedures Providing support for students Working closely with parents Provision of education/training Managing incidents of abuse/victimisation The six key elements of good practice need to be in place for schools to implement the guiding principles All Australian schools are safe and supportive environments

18. Proactive and oriented towards prevention and intervention. Processes engage the whole community. Regularly monitored and evaluated, so that practice is evidence based. Effective support is provided to victims of bullying, harassment, violence and maltreatment. Roles and responsibilities of all members of the school community are explicit, clearly understood and disseminated. All school community members have the right to feel safe at school. School values, ethos, culture, structures, student welfare Establishment of agreed policies, programs, and procedures Providing support for students All Australian schools are safe and supportive environments Quality leadership an essential element Working closely with parents Provision of education/training Managing incidents of abuse/victimisation Schools promote care, respect and cooperation and value diversity. Cases of abuse and victimisation are identified and reported. Parents:Increased knowledge of strategies, options and ideas. School staff:Pre-service and ongoing professional development. Students: Knowledge, skills and dispositions needed for positive relationships. p 11

19. Key elements’ “outcomes statements” • School values, ethos, culture, structures and student welfare • Leadership is committed to a shared vision of a positive and inclusive school. Suchcommitment includes resourcing and endorsement of policies, programmes and procedures.

20. Policies, programmes and procedures • Policies, programmes and procedures are developed in collaboration with staff, students and parents, and include a statement of rights and responsibilities of members of the school community, including visitors. They are accessible by all members of the school community, and regularly reviewed, and address issues of risk minimisation.

21. Provision of education/training • Appropriate education and training is available for all members of the school community toempower students, increase safety and enhance relationship and citizenship skills.

22. Managing incidents of abuse/victimisation • Cases of abuse/victimisation are identified and reported.

23. Providing support for students • Effective support is provided for victims of bullying, harassment, violence and child maltreatment.

24. Working closely with parents • Parents participate in key aspects of the programme/s to provide safe and supportive learning environments in ways which enable them to reinforce safety concepts and strategies at home.

25. The Health Promoting Schools model Organisation, ethos and environment Ethos and environment School values, ethos, culture, structures and student welfare Establishment of agreed policies, programs and procedures Providing support for students Managing incidents of abuse and victimisation Student wellbeing All Australian schools are safe and supportive environments Curriculum, education and training Curriculum, teaching and learning Partnerships and services Families, partnerships and services Provision of education and training Working closely with parents p 36

26. When the guiding principles are embedded in the key elements, it means • quality leadership of • a whole school approach, that is • proactive, • regularly reviewed, and • based on student wellbeing. p 31

27. Session 3Working strategically • The auditing process • Using the structure provided by the six key elements to guide the process • Planning action

28. How can we find out what we need to know? Auditing: a methodical examination or review of a condition or situation… …it involves collecting and interpreting existing data, and collecting and interpreting new information… p 38

29. Auditing tools • Databases • Checklists • Surveys • SWOT analyses • Focus groups

30. Using the structure provided by the six key elements to guide the process Begin with the NSSF key elements and principles ‘outcome statements’ Break these down into smaller chunks where necessary

31. For this to be happening in our school, what specific things would we be able to observe or know about? Include what already exists in the school. The ‘suggested approaches’ in the Framework document provide a useful starting point for this exercise. p 39

32. If existing, what evidence do you have? If you don’t have evidence, what is the best process to use? Who are the best people to get the information from?

33. What further action is needed? Which aspects still need to be put in place in the school? How will you go about prioritising them, and taking action?

34. Go slowly. Change must be led, but sustainable change cannot be forced Strong leadership is crucial to whole school change A whole school approach is essential to school change Ensure that the whole school community understand what you are doing Work with the school community - involve staff, students and families Establish a clear process for planning, implementing and evaluating change.

35. All children have the right to live their lives free of the threat or the reality of violence. The impact on children and young people of repeated victimisation can be devastating in the short term, and have lifelong consequences. Increasingly, the Australian community is voicing its collective concern that bullying and abuse, in all its forms, are unacceptable aspects of human relationships. Dr Brendan Nelson