Guiding Principles of our Pastoral Care

School-based Pastoral Care at Assumption College refers to the total care of the student. It is a term used to describe both an attitude and a process and is based upon a belief in the dignity of the person, which is one of the Catholic Principles and Values.

In the school, it is expressed through:

1.         The development of quality relationships which support the growth of the individual within the community of home/school/parish. 

2.         The provision of satisfying learning experiences.

3.         The establishment of an effective care network.

4.         A belief that Jesus Christ is central in our life and is the model for individual development.

5.         The responsibility of all members of the College community to provide a caring environment within the College.

6.         Policies, procedures and practices that help to develop self-discipline based on justice, self-esteem and reconciliation.

7.         The belief that Pastoral Academic Care is reciprocal. The manifestation of care is not just a movement from teacher to student and parent but student to student, parent to teacher, student to teacher and teacher to teacher, with open and honest communication being the key.

The best interests of the child and young person are paramount.  Each child and young person are entitled to be cared for in a way that protects their wellbeing.

Assumption College values justice and strives to promote the personal growth of each individual within our community so as to create a positive learning and teaching environment for all. The College seeks to support students to manage their behaviour in a positive way so that they may reach their full potential.

At Assumption College we believe:

• We are responsible for our own behaviour
• High-quality interpersonal relationships among teachers, students, parents and ancillary staff is a responsibility shared by everyone
• All members of the College community are responsible for implementing the College frameworks

At the College we expect high standards of behaviour, so that the learning and teaching in our College can be effective and students can participate positively within our College community. Our College community has identified the following College rules to teach and promote our high standards of responsible behaviour. Students will:

• Ensure my behaviours and attitudes are respectful towards myself, other students, staff and property
• Place safe behaviours at the heart of all we do
• Come to the learning environment on time, prepared and ready to work

Student Welfare

Our welfare system focuses on a positive and proactive approach based on relationships.It defines the core business of our school community and as such is integral to the school’s procedures. This term refers to the deliberate strategic process of developing and providing programs and processes which enable all students to have the opportunity to be supported in realising their full potential: spiritually, emotionally, socially, intellectually, physically and culturally. 

Our process aims to maintain a safe, respectful learning environment. As a part of our relocation process students are given the opportunity to identify and take ownership of their behaviour when they choose to disrupt during a lesson. This allows them to make the choice as to whether they would like to stop their disruptive behaviour or continue and be relocated.

When a student is relocated to another class, they are given a "Relocation Action Plan". The purpose of completing the plan is so students can: identify and take ownership of their behaviour; identify how their behaviour affects others; and identify what actions need to take place so they can make better choices in the future. This plan is to be completed and returned to their House Coordinator.

The next step in the process involves the student meeting with the House Coordinator, who will review their plan, discuss it, and ensure the student has completed it appropriately. In line with Restorative Justice Practices, the student will then discuss their plan with the classroom teacher to "repair the relationship" and negotiate their re-entry into the class. Students begin each term with a fresh start.

Relocation 1, 2 and 3	Meets with PL SMS sent home Lunchtime detention		Renegotiates with teacher Student action plan completed
Relocation 4	Meets with PL SMS sent home Lunchtime detention		Renegotiates with teacher Internally suspended Parent meeting to complete student action plan
ALL STUDENTS
YELLOW		Relocations, Behaviour / Social Concerns, Self/Parent referral
ORANGE		Ongoing concerns, not responding to behaviour intervention
RED		External suspension re-entry, continued behavioural concerns

Reoffending students may be monitored by the card system.  All students begin on the green level and can be escalated up the levels depending on the behaviour exhibited.  Pastoral Leaders monitor the cards and can make decisions regarding moving up or off a card depending on the student’s attitude, conduct, effort and progress. 

Student Behaviour Sanctions Procedure & Bullying Procedures 

Social Emotional Education

Year 7-10 undertake a part of the ‘Program Achieve’ education program. Each social emotional activity addresses aspects of the ACARA national curriculum’s personal and social capabilities. Activities are run in year level house groups by PC teachers. Activities take between 30-40 minutes and will operate in Monday Lesson 4 as per the College calendar.