STUDENT ENGAGEMENT INCLUSION POLICY · SCHOOL PROFILE Cranbourne South Primary School (CSPS)...

STUDENT ENGAGEMENT &

INCLUSION POLICY

This policy reflects the DET Student Engagement and Inclusion Guidance and was produced in consultation with the school community.

Principal: Monique Corcoran

School Council President: Jodi Price

TABLE OF CONTENTS

SCHOOL PROFILE 3

SCHOOL VALUES, PHILOSOPHY AND MISSION 3

WHOLE SCHOOL PREVENTION 4

DATA ANALYSIS 4

ATTENDANCE 4

ENGAGEMENT STRATEGIES 5

UNIVERSAL (WHOLE SCHOOL) 5 PEDAGOGY 5 STUDENT VOICE 5 HOUSE SYSTEM 5 EMPOWERMENT PROJECT 6 LUNCHTIME CLUBS AND OASIS ROOM 7 STUDENT WELFARE OFFICERS/CHAPLAINCY PROGRAM 7 WELLBEING PROGRAMS 7 ENGAGEMENT WITH PARENTS/CARERS 7

INDIVIDUAL & TARGETED 8 SCHOOL BASED/NETWORK BASED REFERRALS 8 LOCAL LEVEL SUPPORT 9 ENVIRONMENTAL CHANGES 9

RIGHTS AND RESPONSIBILITIES 10

STUDENTS 10 PARENTS/CARERS 10 TEACHERS/STAFF 10

SCHOOL ACTIONS 11

DISCIPLINE 11

EVALUATION 11

REVIEW CYCLE 12

APPENDICES & RESOURCES 13

Appendix 1: Embrace Rules 13 Appendix 2: 5 Step Strategy 14 Appendix 3: Additional Resources 15

SCHOOL PROFILE Cranbourne South Primary School (CSPS) celebrated 60 years of educating generations of individuals in 2016. Through such a rich history, we pride ourselves in providing children with a learning environment which is happy, secure, challenging and encourages cooperation and responsibility.

CSPS is located in a semi-rural environment approximately 5 kilometres south of Cranbourne. CSPS has an enrolment of 380 students in 2018. We employ a dedicated staff comprising of Principal Class, teaching staff, Education Support Staff, Business Manager, part time Office staff, a Social Worker and a School Chaplain. Our school structure comprises a Senior school (Years 5 and 6), Middle school (Years 2, 3 and 4) and a Junior school (Years F and 1).

Our major curriculum focus is based around Cooperative Learning (CL) structures. The benefits include improved student achievement and social development. The schools Lively Learning Programs include Physical Vibe (Physical Education), Cultural Fusion (Language) and Artistic Flair (Arts/Media), with additional opportunities provided within a Perceptual Motor Program, ICT, choir, camps, sport, dance, intra and inter-school sports including swimming and athletics and our annual whole school production and art show.

CSPS endeavours to empower teachers, students and community members to embrace learning, achieve their personal best and strengthen emotional, social and physical wellbeing. We are a family friendly school and strongly encourage parents to become involved in assisting in the classrooms, or with school programs and activities.

SCHOOL VALUES, PHILOSOPHY AND MISSION Values

POSITIVITY: I look on the bright side.

PERSISTENCE: I am determined.

PRIDE: I stand tall.

PASSION: I strive to achieve.

Philosophy

To provide all students with an education they can be proud of by exhibiting confidence and creativity in this complex and ever changing world. To assist students in taking ownership of their learning; to grow into responsible, happy, resilient and socially fulfilled individuals.

Mission

Our school endeavours to empower teachers, students and community members to embrace learning, achieve their personal best and strengthen emotional, social and physical wellbeing.

WHOLE SCHOOL PREVENTION CSPS is committed to providing a safe, secure and stimulating learning environment for all students. We understand that students reach their full potential only when they are happy, healthy and safe, and that a positive school culture helps to engage students and support them in their learning. Our school acknowledges that student wellbeing and student learning outcomes are closely linked. The objective is to support our school to create and maintain a safe, supportive and inclusive school environment consistent with our school’s values This applies to all school activities, including camps and excursions.

Our school is also committed to preventing and addressing bullying, including cyberbullying. Please see our Bullying Prevention and Harassment Policy for more information.

Corporal Punishment is prohibited in all Victorian schools. Corporal punishment must NOT be used at the School under any circumstances.

DATA ANALYSIS CSPS is committed to providing the necessary support to ensure our students are supported intellectually, emotionally and socially. The Student Wellbeing team plays a significant role in developing and implementing strategies help identify students in need of support and enhance student wellbeing. CSPS will utilise the following information and tools to identify students in need of extra emotional, social or educational support:

● Personal, health and learning information gathered upon enrolment and while the student is enrolled (eg transition statements, transfer documentation, discussion with staff at previous school)

● Attendance records.

● Academic performance.

● Observations by school staff such as changes in engagement, behaviour, self-care, social connectedness and motivation

● GradeXpert data.

● Detention and suspension data.

● Engagement with families.

● Parent/Teacher interviews.

● Student support group meetings.

● Self-referrals or referrals from peers.

ATTENDANCE

We monitor student attendance through Cases21 and heavily promote the school program of ‘Every Day Counts’. An Attendance Officer monitors student attendance and implement attendance improvement strategies at a whole-school, cohort and individual level.

ENGAGEMENT STRATEGIES

UNIVERSAL (WHOLE SCHOOL)

Engagement strategies will be most effective when focused on:

● Creating a positive school culture that is fair and respectful and free from bullying (psychological, verbal and physical harassment, intimidation and discrimination).

● Building a safe, secure and supportive school environment.

● Expecting positive, supportive and respectful relationships that value diversity.

● Promoting pro-social values and behaviours.

● Encouraging student participation and student voice.

● Proactively engaging with parents/carers.

● Implementing preventative and early intervention approaches.

● Responding to individual students.

● Linking to the local community.

Our school is committed to making sure every member of our school community, regardless of their background or personal attributes, is treated with respect and dignity. Please see our Inclusion and Diversity Policy for more information.

CSPS has developed a range of strategies to promote engagement, positive behaviour and respectful relationships for all students in our school. We ensure that procedural fairness is evident when supporting students with behavioural and emotional challenges. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn.

PEDAGOGY

The school will continue to strengthen both the instructional practices of Cooperative Learning (CL) and the Principles of Explicit Instruction consistently and rigorously by all staff, in the understanding that CL has a direct impact on social and academic achievement.

STUDENT VOICE

The he school will continue to focus on reviewing the school’s core values, provide students with constructive and timely feedback and enhance student voice through setting learning goals and self-reflection.

HOUSE SYSTEM

The school house system will be redefined to lift the spirit of students, provide a sense of identity and belonging for each student, develop relationships with significant adults and build school culture.

Synopsis:

Each element is a unique energy force. The elements are independent as well as interdependent; exhibiting unique qualities and properties. The fifth element; spirit is our embracement of learning.

The four elements are connected to varying fields and levels of thinking and learning - Philosophy, Astronomy, Mythology and Science.

Each of the elements can be connected to the CSPS Mission of Empowerment, Vision of creating confident, creative and responsible individuals and the four values of Positivity, Persistence, Pride and Passion.

Wiiny - Red FIRE

Pronunciation = win-a (y silent)

Baany - Blue WATER

Pronunciation = barn (y silent)

Munmut - Yellow WIND

Pronunciation = mornmoot

Biik - Green EARTH

Pronunciation = bik

South West East North

POWERFUL Courageous

Energetic Passionate

EMOTIONAL Strong

Trustworthy Mysterious

THOUGHTFUL Harmonious Intelligent Perceptive

PRACTICAL Wise Loya

Responsible

Wiiny is our name. Fire is our claim. South we face,

success we chase. Courage is our aim.

Baany is our name. Water is our claim.

West we face, success we chase.

Strength is our aim.

Munmut is our name. Air is our claim.

East we face, success we chase.

Harmony is our aim.

Biik is our name. Earth is our claim.

North we face, success we chase. Wisdom is our aim.

- Consultation with Caroline Martin, Boonwurrung Custodian - Managing Director - Yalukit Marnang - Cultural Strengthening Programs - Yalukit Marnang respectfully acknowledges the Ancestral Lands of the Boonwurrung peoples. Boonwurrung Lands

extends from the Werribee River, inland Melbourne along the Peninsula coast to Wilsons Promontory.

As outlined in the Annual Implementation Plan, we are committed to embed the school rebranding within all facets of school organisation; teaching and learning, community engagement, publicity and promotion and Lively Learning Program.

A significant component of CSPS rebranding is highlighted in the Vision statement;

Our school endeavours to empower teachers, students and community members to embrace learning, achieve their personal best and strengthen emotional, social and physical wellbeing.

EMPOWERMENT PROJECT

Research shows that parent and community involvement in school life and operations is one of the factors most closely associated with improved student learning outcomes. The aims of the Empowerment project are to:

● Implement a shared approach to supporting the health, wellbeing, inclusion and engagement of all students (FISO; Setting expectations and promoting inclusion).

● Ensure students fully and proudly participate in school life and have a greater say in the decisions that affect their learning and their lives at school (FISO; Empowering students and building school pride).

● Strengthen connection and relationships within a local community perspective (FISO; Building Communities).

● Partner with organisations in the local community to make full use of existing community resources and capabilities (FISO; Building Communities).

● Budgetary needs via the Essential Student Learning Items.

● Runs in terms 2, 3 and 4. Each term is split between subschools, running between 4-6 weeks per subschool. An end of project showcase presentation is held for the parents/carers and the community.

● Student groups are multi-age per subschool.

● Project availability may vary from term to term.

● Staff involvement includes the Principal Class, Classroom Teachers, Lively Learning Teachers and Education Support staff.

● Community involvement includes the Student Leaders, parents, community members, secondary school contacts and community businesses/agencies.

LUNCHTIME CLUBS AND OASIS ROOM

A range of engaging programs which include lunchtime clubs, choir, visual and performing art activities, library and a focus on mindfulness all provide support to the development of social competencies and individual interests and talents.

The Oasis Room is a space designed for students to access during lunchtimes. This space is for social engagement opportunities, play space, games and shared activities. This room is supervised by the Student Welfare Officers.

STUDENT WELFARE OFFICERS/CHAPLAINCY PROGRAM

To further support the emotional wellbeing of students and provide strategies to support the broader school community, we provide pastoral care services through the school chaplaincy program (3 days a week). A social worker is available 2 days a week to assist with the social and emotional wellbeing of students.

These Student Welfare Officers lead our student wellbeing programs, provide restorative and strength based social programs for students and work closely with families to provide counselling and ongoing support.

WELLBEING PROGRAMS

CSPS implements the Zones of Regulation, Headspace and the School-Wide Positive Behaviour System (SWPBS) and other related programs. The objective of these programs is to support students, parents and teachers in working together to make sure our school is safe and supportive, where everyone is empowered to reduce the incidence of bullying and increase safety.

http://www.zonesofregulation.com/index.html https://www.kidsmatter.edu.au/primary https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/wholeschoolengage.aspx

ENGAGEMENT WITH PARENTS/CARERS

CSPS values the input of parents and carers, and we will strive to support families to engage in their child’s learning and build their capacity as active learners. We aim to be partners in learning with parents and carers in our school community.

We work hard to create successful partnerships with parents/carers by:

● Ensuring access to our school policies and procedures, available on our school website.

http://www.zonesofregulation.com/index.html

https://www.kidsmatter.edu.au/primary

https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/wholeschoolengage.aspx

● The implementation of Kidsmatter - Component 3 Working with Parents/Carers.

● Providing a regular iNewsletter.

● Formal Parent/Teacher interviews and Meet & Greet sessions.

● Scheduled whole school activities and assemblies.

● Providing parent volunteer opportunities so that families can contribute to school activities.

● Involve families with homework and other curriculum-related activities.

● Involve families in school decision making.

● Coordinating resources and services from the community.

● Including families in Student Support Groups, and developing individual plans for students.

INDIVIDUAL & TARGETED

● Individual students who require further support are referred to Social workers, school chaplain, student well-being team leader and Principal class.

● Koorie students connected with Koorie Engagement Support Officer (KESO).

● Individual Learning Plan and Cultural connection plan for Koorie students.

● Behaviour tracker implemented for vulnerable and ‘at risk’ students.

● Individual Behaviour support plans for identified students.

● Medical plans for students with disabilities or illness.

● Out of Home Care students appointed a Learning Mentor and an Individual Learning Plan, followed by a referral to Student Support Services for an Educational Needs Assessment. Student monitoring and additional support is provided by LOOKOUT.

● Individual Education Plans (IEPs) for at risk and vulnerable students.

● School Wide Positive Behaviour system (SWPBS).

● Referral to SSS (Student Support services) via the SOCS (Student Online Cases) portal.

● Implementation of School wide Zones of Regulation framework.

● Use of Restorative practices to improve and repair relationships between students.

The following supports and interventions can be put in place.

SCHOOL BASED/NETWORK BASED REFERRALS

● School based student welfare coordinator.

● Social workers/school Chaplain.

● Student support services (SSSO via Student online cases system (SOCs).

● SSSO Speech pathologists - referrals for Students with Language disorders/speech difficulties.

● Assessment Australia referrals for students with possible Intellectual Disabilities.

● Program for Students with Disabilities (PSD program).

● LOOKOUT for Out of Home care and Koorie students.

● Child First, Headspace and ELHMS.

● SMA response team for students with severe behaviour.

● Student Developmental Centre (SDC - Mahogany Rise).

● Berry Street - Foster care, Family Violence, child and family services.

LOCAL LEVEL SUPPORT

● Staff will apply a trauma-informed approach to working with students who have experienced trauma. Professional Development provided by Lookout - Trauma.

● Collaborating, where appropriate and with the support of the student and their family, with any external allied health professionals, services or agencies that are supporting the student.

● Monitoring individual student attendance and developing an Attendance Improvement Plans in collaboration with the student and their family.

● Support student’s family by being responsive and sensitive to changes in the student’s circumstances and health and well being.

● Regular student support group meetings (SSG) that include support team (Teacher, ES staff and parents). These include students with a disability, In Out of Home care and with other complex needs that require ongoing support and monitoring.

● Individual counselling with school based social workers and “All Psyched up” (Psychologists) via a Mental Health Plan.

CSPS implements a range of strategies that support and promote individual engagement. These include:

● Building constructive relationships with students at risk or students who are vulnerable due to complex individual circumstances eg. out of home care, trauma or Koorie backgrounds.

● SSG meetings with student and their parent/carer to talk about how best to help the student engage with school and raise learning outcomes.

● Developing an Individual Learning Plan and/or a Behaviour Support Plan that is regularly reviewed.

ENVIRONMENTAL CHANGES Where necessary the school supports the student’s family to engage by:

● Collaborating, where appropriate and with the support of the student and their family, with any external allied health professionals, services or agencies that are supporting the student.

● Monitoring individual student attendance and developing an Attendance Improvement Plan in collaboration with the student and their family.

● Regular Student Support Group meetings for all students: o with a disability o in Out of Home Care o and with other complex needs that require ongoing support and monitoring.

RIGHTS AND RESPONSIBILITIES All members of our school community have a right to experience a safe and supportive school environment. We expect that all students, staff, parents and carers treat each other with respect and dignity. Such a commitment is reflected in the CSPS Statement of Values.

STUDENTS

When a student acts in breach of the behaviour standards of our school community, CSPS School will institute a staged response, consistent with the Department’s Student Engagement and Inclusion Guidelines. Where appropriate, parents will be informed about the inappropriate behaviour and the disciplinary action taken by teachers and other school staff. Student bullying behaviour will be responded to consistently with CSPS Bullying policy.

PARENTS/CARERS

Parents have a right to expect that their child will be part of a school community that will value, challenge and engage them in a safe and secure environment in which case, courtesy and respect for the rights of others are encouraged.. Parents have an obligation to ensure that they use a positive manner and encourage their children to actively participate in all activities by ensuring their children attend school everyday. Parents have a right to expect that their child will be catered for especially in cases where he/she has a learning difficulty, intellectual or physical disability through school resources, (Education Support Services, Program For Students With A Disability etc).

Parents have a responsibility to promote positive educational outcomes by taking an active interest in their child’s educational progress and by modeling positive behaviours, ensure their child regularly attends school. Engage in regular and constructive communication with school staff regarding their child’s learning. Support the school in maintaining a safe and respectful learning environment for all students. Approach and treat all staff, other parents and children in a respectful manner.

TEACHERS/STAFF

Teachers have a moral obligation to ensure that they are contributing to the school community by delivering high quality inclusive and challenging education programs, through respectful treatment of children and a commitment to supporting the school’s belief systems. Teachers also have a right to expect to work in a safe and secure environment where they are valued and treated with respect.

Staff expect that they can teach in an orderly and cooperative environment. Be informed, within privacy requirements, about matters relating to students that will affect the teaching and learning program for that student. Expect that they will be treated with respect by all. Be provided with resources necessary to deliver high quality education programs.

Staff have a responsibility to be fair, reasonable and consistently implement the engagement policy.

● Know how students learn and how to teach them effectively.

● Know the content they teach.

● Know their students.

● Plan and assess for effective learning.

● Create and maintain safe and challenging learning environments.

● Use a range of teaching strategies and resources to engage students in effective learning.

https://goo.gl/kesRXB

https://goo.gl/kesRXB

● Actively support all school programs.

● Display behaviour that supports the school’s belief systems and the Mission, Vision and Values of the school.

● Assist in monitoring absences of children implementing all of the school absence procedures.

● Access internal and external support services as required.

● Build positive relationships with a supportive Student Welfare Program lead by a dedicated Primary Welfare Officer.

● Report regularly to parents regarding child’s development.

SCHOOL ACTIONS

DISCIPLINE

Disciplinary measures may be used as part of a staged response to inappropriate behaviour in combination with other engagement and support strategies to ensure that factors that may have contributed to the student’s behaviour are identified and addressed. Disciplinary measures at our school will be applied fairly and consistently. Students will always be provided with an opportunity to be heard.

Disciplinary measures that may be applied include:

● Reminding student of the Embrace Rules (non-negotiables) appendix 1

● Implementation of the 5 step strategy appendix 2 Teachers shall implement the following 5 Step Strategy when responding to student misbehaviour in the classroom.

● Safety 3 set up and negotiated with students, staff and parents: Safe Token, Safe Place, Safe Person

● Time in (with Restorative Practices component involvement)

● Detentions with parental support.

● Behaviour reviews and Behaviour management plans

● Behaviour tracker (in consultation with Parents)

● Staged Response plan.

● Suspension

● Expulsion

Suspension and expulsion are measures of last resort and may only be used in particular situations consistent with Department policy, available at: http://www.education.vic.gov.au/school/principals/spag/participation/pages/engagement.aspx

EVALUATION CSPS will collect data each year to understand the frequency and types of wellbeing issues that are experienced by our students so that we can measure the success or otherwise of our school based strategies and identify emerging trends or needs.

Sources of data that will be assessed on an annual basis include:

http://www.education.vic.gov.au/school/principals/spag/participation/pages/engagement.aspx

● GradeXpert data (student wellbeing)

● Attendance data

● School reports: Attitudes to school, TTFM (Tell them from Me), Parent Opinion Survey, Staff Opinion survey

● Case management

● CASES21 (including Suspension data)

● SOCS

REVIEW CYCLE EVALUATION

Guidelines are updated as per DET recommendations.

CERTIFICATION

This policy was adopted at the School Council Meeting held at Cranbourne South Primary School, on Wednesday, 20th February 2019.

Signed………………………………………………… Signed……………………………………………......…

School Council President Principal

APPENDICES & RESOURCES Appendix 1: Embrace Rules

Positivity, Persistence, Pride, Passion To move from Great to Excellent, we are committing to 4 areas of focus, as:

● students ● staff ● community

1 We respect school property

If a student uses physical force towards school property eg. ● Overturning and throwing furniture ● Throwing/breaking items ● Vandalising school property

an after school detention* will be implemented and/or internal or external suspension will be discussed with the Principal class.

2 We stay in the learning space at school.

If a student leaves the classroom without implementing the Safety Three: 1. Safe token 2. Safe place 3. Safe person

OR If a student leaves the school grounds, including crossing the road (excluding the immediate footpath upon the perimeter), an after school detention* will be implemented and/or internal or external suspension will be discussed with the Principal class.

3 We behave in a friendly manner.

If a student: ● Uses vile language. ● Uses language that is racial, gender, sexist or derogatory of nature. ● Behaves in an aggressive way in their tone, repetition, overuse of words or nature of

behaviour directed towards another person. an after school detention* will be implemented and/or internal or external suspension will be discussed with the Principal class.

4 We keep our hands and feet to ourselves.

If a student is physical towards another eg. kicking, slapping, punching, spitting, pushing against a wall or using an item as an extension of a foot/hand in an aggressive manner eg. ball or stick, an internal or external suspension will be discussed with the Principal class.

Appendix 2: 5 Step Strategy

Appendix 3: Additional Resources

Charter of Human Rights https://www.education.vic.gov.au/hrweb/workm/Pages/Human_Rights.aspx

Child Safe Standards https://www.education.vic.gov.au/school/principals/spag/safety/Pages/childsafestandards.aspx

Cranbourne South Primary School Student Wellbeing booklet 2018.

https://docs.google.com/document/d/1afu0gEq9e3-ovedJNK7ESONp39mr_OvnX-VZCa2q_QA/edit

Code of Conduct https://www.education.vic.gov.au/hrweb/employcond/Pages/conduct.aspx

Cranbourne South Primary School Official Website. http://cranbournesouth.vic.edu.au/

Disability Standards for Education https://www.education.vic.gov.au/school/teachers/learningneeds/Pages/legislation.aspx

Education and Training Reform Act 2006

https://www.education.vic.gov.au/about/department/legislation/pages/act2006.aspx

Effective Schools are Engaging Schools https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/studentengagementguidance.aspx

Equal Opportunity Act https://www.education.vic.gov.au/hrweb/divequity/Pages/default_eeo.aspx

Framework for Improving School Outcomes - FISO https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/FISO.aspx

Mandatory Reporting. https://www.education.vic.gov.au/school/teachers/health/childprotection/Pages/reportobligations.aspx

Restraints and Seclusion Guiding Principles. https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/guidingprins.aspx

Safe Schools https://www.education.vic.gov.au/about/programs/Pages/safeschools.aspx

Reduction and elimination of restraint and seclusion. https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/behaviourofconcern.aspx

School Policy and Advisory Guide. https://www.education.vic.gov.au/school/principals/spag/pages/spag.aspx

Statement of Values http://cranbournesouth.vic.edu.au/wp-content/uploads/sites/147/2016/11/CSPS-statement-of-values-updated-100817.pdf

Student Engagement Policy Guidelines https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/engagepol.aspx

https://www.education.vic.gov.au/hrweb/workm/Pages/Human_Rights.aspx

https://www.education.vic.gov.au/school/principals/spag/safety/Pages/childsafestandards.aspx

https://docs.google.com/document/d/1afu0gEq9e3-ovedJNK7ESONp39mr_OvnX-VZCa2q_QA/edit

https://www.education.vic.gov.au/hrweb/employcond/Pages/conduct.aspx

http://cranbournesouth.vic.edu.au/

https://www.education.vic.gov.au/school/teachers/learningneeds/Pages/legislation.aspx

https://www.education.vic.gov.au/about/department/legislation/pages/act2006.aspx

https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/studentengagementguidance.aspx

https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/studentengagementguidance.aspx

https://www.education.vic.gov.au/hrweb/divequity/Pages/default_eeo.aspx

https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/FISO.aspx

https://www.education.vic.gov.au/school/teachers/health/childprotection/Pages/reportobligations.aspx

https://www.education.vic.gov.au/school/teachers/health/childprotection/Pages/reportobligations.aspx

https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/guidingprins.aspx

https://www.education.vic.gov.au/about/programs/Pages/safeschools.aspx

https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/behaviourofconcern.aspx

https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/behaviourofconcern.aspx

https://www.education.vic.gov.au/school/principals/spag/pages/spag.aspx

http://cranbournesouth.vic.edu.au/wp-content/uploads/sites/147/2016/11/CSPS-statement-of-values-updated-100817.pdf

http://cranbournesouth.vic.edu.au/wp-content/uploads/sites/147/2016/11/CSPS-statement-of-values-updated-100817.pdf

https://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/engagepol.aspx

STUDENT ENGAGEMENT INCLUSION POLICY · SCHOOL PROFILE Cranbourne South Primary School (CSPS)...

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