Creating a Caring Community

It is essential for every student to feel that they are an important part of the College community and that they can contribute fully to the life of the College. A student’s happiness and personal growth is important to staff and other students. The College is committed to developing the ‘whole’ person –socially, emotionally, spiritually, intellectually and physically.

The College’s Pastoral Care programme focuses on building well-being by developing key life-skills to help students cope with challenges at school and beyond. The programme begins in Year 7 with the extremely successful Orientation Week and Quest Retreat. It continues throughout school life with appropriate activities at each Year level.

The Pastoral Care network within the College is student centred. Every student belongs to a Homeroom that meets daily with their Homeroom Teacher. This Homeroom Teacher is assisted by a supportive Homeroom Teacher. Students also belong to one of the College Houses – de Vialar, Chisholm, MacKillop, Merici, Pallotti, Romero, Salvado or Xavier. The Houses are smaller groups within the larger College community where strong friendship bonds may develop across Year levels. The College Behaviour Management Policy is based on a Code of Conduct which ensures an orderly teaching and learning environment. Students are also offered support from the Student Counsellor, Student Services and the Careers Advisor.

Our College community extends to all students (past and present), staff, parents and families. Our goal is to provide the best educational experience and opportunities for all our students. When a new student enrols we welcome the whole family and provide opportunities for parents to be actively involved in College life. At ̨ž³UUApp we truly believe we are creating a caring community and that all students learn and grow in a safe, exciting and challenging Christian environment.

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At ̨ž³UUApp, Pastoral Care includes a structure where:

• All staff members are responsible for the social, emotional, spiritual, intellectual, and physical development of each student who comes within their sphere of influence.
• Strong relationships are established between the staff, students and their families in a Christian community setting.
• Clear, consistent, firm and just discipline is practised in an environment which facilitates the development of responsible self-discipline.
• Students and staff are able to appreciate the care that they experience.

As an expression of our faith, this person-centred philosophy begins in the classroom. It is reflected in all facets of the school experience, including the College’s enrolment policy and practice.

At ̨ž³UUApp, Pastoral Care refers to the total care of each member, expressed through the:

• Establishment of an effective care network.
• Provision of satisfying learning experiences.
• Development of quality relationships.

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The Pastoral Care structure or network in the College is centred on the student with their most immediate pastoral needs being met and nurtured by their Homeroom and subject teachers.

Students and staff are supported by the services offered by the College Psychologist/s, Student Services and the Careers Advisor.

The Pastoral Care structure is overseen primarily by the Heads of Year and Deputies of Middle School, Senior School and Ministry, and the Vice Principal and Principal:

• Subject Teachers are responsible for the pastoral care of students belonging to their classes.
• Homeroom Teachers are responsible for the pastoral care of a specific group of students in their Homeroom.
• Heads of Year are responsible for the well-being and progress of students within the relevant Year group.
• Deputy Principals of Middle School and Senior School are responsible for the pastoral care of students in their Schools as they progress from Years 7 through to Year 12.
• The Deputy Principal Ministry has a special responsibility to coordinate and oversee Pastoral Care initiatives and roles within the College.
• The role of the College Psychologist/s is to support our students to achieve academic success, psychological health, and emotional and social well-being.  This is achieved through the delivery of preventative and point of need services directly to students, parents and teachers, and through consultative processes and programme delivery for the College.  To contact one of our College psychologist/s please click HERE.
• Year Teams consist of the Homeroom Teachers and Head of Year at each Year level. Under the direction of the Head of Year, the Year team plans and implements the Pastoral Curriculum for their Year group.
• House structure - students and staff are grouped vertically for some pastoral programmes and activities to support and implement aspects of the College’s pastoral curriculum. This is coordinated by the House Coordinators.

A Pastoral Council meets to coordinate planning between the Heads of Year, Deputy Principals, Vice Principal, Principal, Director of Student Ministry and College Psychologist/s.

The network of care provided through this pastoral structure is facilitated and enhanced by a number of provisions:

• A clear definition and understanding of the pastoral care aspects of the roles of all staff which is provided within this statement.
• The maintaining of regular parent contact through a range of avenues and in particular e-News, coneqt-p, email, telephone, formal and informal parent/teacher meetings, student reports, Student Diary, pro-forma letters.
• The maintaining of a clear internal referral network regarding behaviour and issues of concern which is coordinated by the Deputy Principals.
• Effective liaison with community referral agencies under the aegis of the College Psychologist/s.
• Regular, formalised student reviews initiated by the Deputy Principals and/or Head of Year.
• Formal and informal student interviews - e.g. ’getting to know you’, academic progress - can be organised by all staff members.

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Regular review of school curricula to ensure the provision of relevant learning occurs within the forums provided by staff meetings, Learning Area meetings, Teaching and Learning Council meetings, Pastoral Council, Middle Management Committee and College Leadership meetings:

• Each Classroom Teacher is responsible for the teaching of the appropriate curriculum, processes and skills within their subject area under the direction of Heads of Learning Area.
• A Teaching and Learning Council meets to coordinate curriculum planning. This committee consists of the Heads of Learning Area, Heads of Year, Deputy Principals, Vice Principal and Principal.
• Religious Education classes provide integrated and developmental experiences to assist personal and faith development.
• Personal development, community health and vocational education issues are key areas dealt with at each Year level.
• Library services provide essential resources and scope for individual learning.
• A Careers guidance service is available to all students.
• Learning Difficulties - e.g. Teacher assisted learning in the classroom and small focus classes for basic skills development have been established to assist students in need of additional support.
• An Education Support Centre with a policy of integrated classes, where possible, has been established to provide for special needs students, especially those with mild to moderate intellectual disabilities.

Evaluation reviews of Pastoral Care initiatives occur from time to time.

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Key factors of quality relationships include:

• Homeroom groups, where each student belongs to a pastoral care group and meets daily with their Homeroom teacher, providing an important avenue for pastoral care activities.
• Homeroom Teachers (and, therefore, classroom teachers) who teach students for a variety of subjects are able to extend their pastoral care.
• A House system provides a vertical structure to support the development of on-going relationships and an enhanced sense of community.
• Clear Behaviour Management policy and procedures provide orderly teaching and learning environments
  Regular formal/informal assemblies - whole school, Year, House, special ceremonies assist in developing identity and school spirit.
• College Masses and liturgies celebrated together as a school/Year/class are key faith development experiences for students and staff.
• Involvement of parents - formal/informal - sports coaching/managing, camps, parent forums, College Board, Parent Council, cafeteria, uniform shop, library assistance, school-based social activities are a feature of school organisation.
• Student involvement in student-organised activities is encouraged.
• The Student Leadership Team - facilitating involvement of students in real decision-making is an important aspect of leadership training.
• Peer Support relationships are fostered through the Quest Retreat which trains older students to support Year 7 students as they make their transition to secondary school.
• Retreats, excursions, sports carnivals, Feast Day and fundraising days are essential and integral to the life of the College.
• Social education – Year 12 Ball, Year 11 Dinner Dance, Year 10 River Cruise and Year socials are important planned activities for students.
• Regular social gatherings, the staff ’buddy’ programme, staff meetings, professional learning and planning days assist in fostering the development of the staff as a team.

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