What we have to say
An inclusive culture supports all students
A small regional primary school community talks about an inclusive culture that supports all students and contributes to a safe, happy and inclusive environment.
Year 7 students
Judith: There are teachers here who you can trust. If you have problems, you can talk to them and they will listen and help if they can. You can always rely on them to be there for you and go out of their way to help. They don't mind if the problem is from home, and they won't tell everyone. They'll keep things confidential and give you good advice.
Ricky: We have a program here called Peer Support and the Year 7s run it. You get to teach younger kids how to be friends and it's fun. We help them to learn how to get along and that when they see someone in trouble to tell a teacher. We teach them how to be safe at school and in the community. We also have school leaders and they look after younger kids – for example, if they're hurt.
Cynthia: If there is a problem, you know that someone will listen. For example, if you see a fight, you can tell an adult. Then they will talk with the students who are in trouble. The rules here are fair and they are for everyone. We have the five Cs (be courteous, be caring, use common sense, be cooperative, show consideration) and also class rules, so you know what is expected. The Year 7 students help all the other students and look after them - that's our job.
Parents and community members
Barbara: I have been involved in our CAS (community access schools) project and there is a lot of community involvement in this school. I do cleaning at the school and many of the children call me Grandma. Kids feel free to approach me about problems and, if necessary, I can talk to the principal and/or the teacher and make sure something is done. I find the teachers here very caring and they take an interest, not only in the students' academic progress, but their emotional and social development.
Chris: This is more than just a school, it's a fun, caring and safe learning environment.
This happens through excellent leadership, caring teachers and school communities that care – the school including teachers, students and parents that have a shared vision.
They call them the five Cs. These rules are not just for students and not just for teachers but also for all members of the school community.
But it's more than just rules, it starts at the top – from the principal who sings with the morning parade and shows he cares and others who go that extra mile make a difference.
But why is it safe? Is it safe because the school has implemented a behaviour management plan or is it that the shared vision assists all school community members? Maybe both – but it works!
I am not saying that bullying doesn't occur, but it is swiftly opposed and remedied through a very clear, documented process that utilises an escalation process to modify behaviour. This plan – along with the caring attitude of all – is why it works.
Debra: The behaviour control is good here. With bullying, if anything happens, the students get pulled up and it stops.
We have events like NAIDOC (National Aboriginal and Islander Day of Celebration) and hundreds of people come to the school. The students do things like ceramic badge making, painting, weaving, T-shirt printing, and there is music, dancing and food, a fashion parade and lots of sharing. We parents and community members feel like this is our school and we have a say in what happens.
Teacher aides and clerical assistants
Elsie: The teachers here are very supportive. They don't look at the class as a whole but cater for the individual. They give very good pastoral care to students – they make sure they have lunch and are treated for medical problems. The principal really listens to students and hears what they are saying. He takes the time to do so, and he is unobtrusive, though he does both lunch duties every day. He does things in a very quiet manner and never yells at students and they know he will give them a fair go.
We have a good after-school program and many community outreach programs. The medical centre and church are also right next door and are part of our community.
Connie: It's a small friendly community and most people know each other. We have consistency of rules and students know the consequences. Staff here also understand the diversity of students we have and their problems are discussed. They take the time to sit down and work things out with students, before major problems ensue – like systematic bullying.
Glad: We have the five Cs – be courteous, be caring, use common sense, be cooperative, show consideration – which students learn and are expected to put into practice. If there is an incident, the principal and staff act on it right away – for example, if someone says they are being bullied, all parties involved sit down and work it out. Such behaviour is really worked on. Also, the school is very well maintained and is a pleasant and happy place to be.
Teachers
Helen: The behaviour plan is very specific and the rules apply to everyone. The staff have taken many steps to create a safe and supportive environment. We take the time and care to deal constructively with behaviour problems. For example, if someone has been bullied, they are given the opportunity to tell the other student how they feel and they have a voice in what should happen. We think in terms of consequences, not punishment. On parade, students are consistently reminded to tell an adult if they have a problem. We have also initiated school-wide training in protective behaviours.
Leon: The leadership of the school makes this school a safe and supportive place to be. The calm, quiet, firm approach taken to problems provides a model for how the students can handle disputes successfully. Children know that the rules are fair and the implementation of the rules is fair.
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