Policies & Procedures

RSS

Cerdon College has a number of school-based policies and procedures that govern various aspects of our school life. These provide the framework within which we operate.


The Catholic Education, Diocese of Parramatta also provides advice and recommendations on educational and administrative policies and priorities, and monitors policy implementation.

If you have any further questions in relation to policies or procedures, please feel free to contact Cerdon College by phone on (02) 8724 7300 weekdays between 8:30am and 4:00pm or send us an email.

School-Based Policies

As a Catholic school educating in the Marist tradition, the College aims to provide a safe and secure school that is free from discrimination and intimidation. The College seeks to reinforce the values of care, consideration and respect for others. Students are expected to be witnesses to these Christian values both at school and within the broader community. The Cerdon College community takes the view that any form of bullying or harassment is unacceptable. Bullying is a breach of the School’s code of rights and responsibilities as stated in the Student Welfare Policy.

The College aims to create an environment of understanding and cooperation in which victims of bullying and bystanders are empowered to seek help. This document provides information and strategies that the College uses to address the issue of bullying.

What is bullying?
Bullying is any wilful, conscious behaviour intended to hurt another person, either physically or emotionally. Bullying may take many forms and can include:, verbal, non-verbal and physical bullying, victimisation, exclusion of others, interfering with a person’s property, and bullying through the use of technology.

Why isn’t bullying tolerated at Cerdon College?
As a caring Catholic community the College:

  • expects a high standard of behaviour at all times
  • encourages and positively reinforces behaviour which is courteous and considerate
  • is committed to striving to provide a safe and caring environment for everyone, where the right of every person to be free from all forms of bullying is observed.

Why is Bullying a serious issue?
Bullying is not acceptable. As a student of Cerdon College, it is not only your right not to be bullied, but your responsibility to report bullying, whether it happens to you or to someone else.

Who are the bullies?
Anyone can be a bully. We all have the capacity and, occasionally, the inclination to hurt others.

Any person who wilfully hurts someone else by causing either physical or emotional pain is a bully. Some bullies do the hurting themselves, some are ringleaders and some are members of a group. Often bullies justify their behaviour by saying they were only teasing another or having fun. If the person being teased does not like it, or want it, and yet others persist with it, then it is a clear case of bullying.

What can you do if you are bullied?
As the victim of bullying, you can:

  • tell the bully to stop
  • leave the area and go directly to tell a teacher
  • talk about it with your friends or family
  • seek advice from other students, your SRC representative or the College prefects
  • seek advice from the many adults at school who want to help you. You can talk to your teachers, your Guidance Coordinator, the College Counsellor or an Assistant Principal.

What can you do if you are aware that someone is being bullied?
Everyone is responsible for creating a safe school environment. Therefore you should:

  • intervene when the bullying occurs by simply asking the person to stop
  • report the incident to a teacher immediately
  • offer support and friendship to the person being bullied
  • encourage the victim of bullying to report the incident and seek help from staff, family or a prefect.

What strategies are in place to address bullying at Cerdon College?
The College provides clear strategies for dealing with bullies. Cerdon College:

  • is educating the girls about issues related to bullying behaviour
  • offers support to all students through our pastoral care system
  • has a policy for detecting, preventing and dealing with bullying
  • implements a set of consequences when bullying occurs.

What are the consequences when bullying occurs?
The consequences for bullying are that:

  • every allegation of bullying is thoroughly investigated
  • written records of incidents are kept on the student’s’ file
  • behaviour will be referred to the Guidance Coordinator, Assistant Principal or Principal
  • future behaviour may be monitored by the Guidance Coordinator
  • counselling will be given about appropriate behaviour
  • parents may be contacted
  • a detention and/or community service may be given
  • behaviour modification programmes may be implemented
  • school privileges may be withheld
  • the students(s) may be suspended from school
  • the students(s) may be excluded from class or school.

Assessment of a Student’s Progress
Assessment is the process of identifying, gathering and interpreting information about student achievement. Assessment can be used for a number of key purposes, including to:

  • assist student learning
  • evaluate and improve teaching and learning programs
  • provide information on student learning and progress in a course in relation to the syllabus outcomes
  • provide evidence of satisfactory completion of a course
  • report on the achievement by each student at the end of a course.

Assessment Tasks and Exams
Each subject department has its own policy regarding across-the-board tasks and exams. Students should be given sufficient notification of such exams and the components to be tested in each. Students failing to complete such tasks or exams, because of illness or other misadventure, will be required to present a doctor's certificate or written evidence. Students may be asked to sit a substitute task (at the discretion of the Studies Co-ordinator).

Absence from Assessment Events or on the Due Date of an Assessment Task
Year 7-9
Attendance at all assessment events or examinations is compulsory. In the event of absence from an assessment event or on the due date of an assessment task, the following process must be followed: Students must notify by phone the Guidance Co-ordinator on the morning of their absence. The Guidance Co-ordinator will in turn notify the relevant Studies Co-ordinator. Absence with good cause, with written evidence or a Doctor’s Certificate, will be accepted at the discretion of the Studies Co-ordinator. This evidence and the assessment task must be handed to the Guidance Co-ordinator before 9:00 am on the day the student returns to school. A student absent from an examination or assessment event must report ready to sit for it on her first day back to school.

Year 10-12
Attendance at all assessment events or examinations is compulsory. The NSW Education Act (1990) requires every child from 6 years to 17 years of age to be at school every day the school is open. The only acceptable reason for an absence is an illness that is fully documented. It is never acceptable for a student in Years 10, 11 or 12 to take a family holiday or overseas travel during the school term. If a student is absent on a family holiday, or overseas travel during the school term and misses an Assessment Task, Event or examination no marks will be recorded for that Assessment Task, Event or examination.

Absence from a Year 11 or Year 12 assessment event or examination owing to Illness or Misadventure may result in the student being removed from the course rankings until the end of the course. In the event of absence from an assessment event or on the due date of an assessment task, the following process must be followed:

  • Students must notify by phone the Guidance Co-ordinator on the morning of their absence.
  • The Guidance Co-ordinator will in turn notify the relevant Studies Co-ordinator
  • In the case of an illness, a Doctor’s Certificate is required which must cover the period of illness and must be handed to the Guidance Co-ordinator before 9:00 am on the day the student returns to school.
  • This should accompany the task. In the event of an absence from an assessment event or exam, the student will complete the task on their first day back at school.
  • The student is required to complete an Illness and Misadventure Appeal form.
  • They will attach their relevant documentation and/or a written statement to the form and give it to their Guidance Co-ordinator.

Late Submission or Failure to Submit/Complete Assessments
Students who fail to submit or complete an assessment, without sufficient reason, or without following correct procedure as outlined above, will be awarded a zero. Work submitted more than three days after the due date will also be awarded a zero. Students will be issued with a warning letter for a ‘N’ determination.

Application for an Extension
Students seeking an extension on the due date of an assessment task must see their Guidance Co-ordinator at least one week prior to the original date.

Substitute Assessment Tasks
Substitute Assessment Tasks may be given at the discretion of the Studies Coordinator.

Academic Honesty
A student’s mark is determined by the quality of the work produced by the student only. Any take-home assessment task or submitted work must formally acknowledge any words, ideas, designs or workmanship of others used in producing the work. It is the student’s responsibility to ensure that all unacknowledged work is genuinely their own.

Students are encouraged to incorporate research from a variety of sources but sources must be clearly acknowledged through an annotated bibliography and/or footnotes. Failure to acknowledge such sources, constitutes plagiarism.

Malpractice is any activity undertaken by a student that allows them to gain an unfair advantage over others. It includes, but is not limited to:

  • copying someone else’s work in part or in whole, and presenting it as their own
  • using material directly from books, journals, CDs or the internet without reference to the source
  • building on the ideas of another person without reference to the source
  • buying, stealing or borrowing another person’s work and presenting it as their own
  • submitting work to which another person such as a parent coach or subject expert has contributed substantially
  • using words, ideas, designs or the workmanship others in practical and performance tasks without appropriate knowledge
  • paying someone to write or prepare material
  • breaching school examination rules
  • using non-approved aides during an assessment task
  • contriving false explanations to explain work not handed in by the due date
  • assisting another student to engage in malpractice.

In the event that academic malpractice is suspected, the onus rests with the student to provide evidence that the work is entirely their own. Such evidence might include, but is not limited to the student: providing evidence of and explaining the process of their work, which might include diaries, journals or notes, working plans or sketches, and progressive drafts to show the development of their ideas answering questions regarding the assessment task, examination or submitted work under investigation, to demonstrate their knowledge, understanding and skills.

In the first instance, the teacher marking the assessment will investigate the nature and extent of the malpractice and then refer the matter to the relevant Studies Co-ordinator. Penalties range from a deduction of marks to the amount of a zero mark when the teacher determines that the extent is such that little or no part of the task is original in nature.

Parents will be informed in writing of all matters relating to the nature and the extent of the malpractice.

For HSC Students ONLY
Throughout the assessment process, the highest level of integrity and honesty is required. Failure to meet this requirement may limit a student’s marks and jeopardise their HSC. From October 2013, all cases of school assessment malpractice must be reported, by the school, to the NSW Education Standards Authority and entered on the Register of Malpractice in HSC Assessment Tasks.

Cheating
A mark of zero will be accorded to the student found to be cheating or submitting, as her own, another's work, or who brings a mobile phone, electronic equipment or any notes into any Assessment Event or Examination.

Technology Failure
Technology failure is not an acceptable excuse for the late submission of a task. Students are encouraged to keep draft copies and notes related to assessment tasks which must be submitted in the event of technology failure. These will be regarded as final assessment submission.

Years 10, 11 and 12
The Stage 5, Preliminary and HSC Course assessment policies will be distributed to students at the beginning of the academic year. It will provide detailed assessment information.

Rationale
Regular attendance at school is essential if students are to achieve their potential. The NSW Education Act 2006 requires students to attend school on each gazetted school day between the ages of 6 and 17 years.

Aims
Schools in partnership with parents are responsible for promoting regular school attendance. Parents are legally responsible for the regular attendance of students but schools, as part of their duty of care, must regularly monitor school attendance.

Guidelines
Daily attendance is taken at 8:48 am to 9:05 am in Homeroom.

Any absence from school must be supported by a note from the parent advising the reason for the absence on the first day of return from absence.

Any request for Leave must be requested in advance of the Leave period. Periods of Leave over 10 days require parents to provide itineraries, copies of tickets and completion of the Leave Form. Any Leave request will be formally acknowledged by the College Principal.

From time to time, students or parents will have concerns or issues they wish to raise with staff at Cerdon College.

These concerns may be about issues such as your daughter’s progress in class, how she is relating to her classmates or even disagreement with Cerdon College’s policies or procedures.

It is important that if you have any concerns about your daughter you ensure that Cerdon College is contacted immediately.

If the issue is about your daughter’s progress at school, please contact the office on 8724 7300 and arrange an immediate time for an interview with your daughter’s Guidance Coordinator.

 

SCHOOL-BASED PROCESS FOR RESOLUTION OF A COMPLAINT

FlowChartv2

For other general curriculum concerns, please contact Assistant Principal, Teaching and Learning, who is also available to address any concerns about Years 10, 11 and 12 Assessment issues relating to school reports, or students courses of study.

For concerns relating to student welfare and social development please contact the Assistant Principal, Mission and Administration.

If you have any other issues or concerns, please feel free to contact the Principal directly to discuss the issue or make an appointment to address your concern.

Cerdon College works hard to ensure that students can improve their learning outcomes in a safe, supportive environment and your support of the College is important to continue to build the Cerdon Marist community.

P & F Meetings are held on each Monday Week 3 Terms 1 to 4 at 7:00 pm in the College Library and are an important venue to raise concerns or reaffirm Cerdon College in the way it is meeting the needs of its students.

Cyberbullying is the use of information and communication technology to deliberately hurt, harass, threaten or intimidate someone. Just like other forms of bullying, it is about human relationships, power and control. Those who bully others are trying to establish power and control over those they perceive as weaker than them. Cyberbullying can occur in different forms, such as text, video or image, and can be conveyed using a range of modes, such as e-mail, instant messaging (IM), chat rooms, mobile phones, social websites, weblogs (blogs) and on-line personal polling sites.

Suggestions on handling Cyberbullying for Students

  • do not respond to the abuse.
  • do not engage with the abuse, rather leave the area, stop the activity or block the sender.
  • talk to someone about it, ignoring bullying may lead to it becoming worse. Tell an adult you trust, ie your parents, a teacher, a tutor, House Coordinator, Assistant Principal or Principal.
  • keep records or print outs of messages or a screenshot to help identify the bully and show these to whomever you have reported the incident.
  • get a new number or account it necessary and only give it to one person at a time.
  • ·never give anyone access to your accounts or give your usernames and passwords.

Suggestions on handling Cyberbullying for Parents

  • place and keep home computers in an open, common area.
  • inform Internet Service Provider (ISP) or Mobile Phone Service Provider of any abuse.
  • keep records for evidence by saving or printing out messages or keeping a screenshot and not the time and date.
  • install parental control programs on home computers that provide filters for both instant messaging and chat rooms.
  • report serious incidences to the police.
  • finally, make a note of the date, time, location, e-mail address and name (nickname or real) and any other information that you think might be useful by Saving the file or taking a screenshot of the posting.

Homestudy is a very important part of the learning process. It is expected that the students’ learning will be further developed as well as promoting initiative, personal responsibility and accountability. 

Homestudy aims:

  • To enrich learning.
  • To encourage students to be responsible for their own learning which extends beyond the classroom.
  • To reinforce and extend what has been taught in the classroom.
  • To assist in the formation of positive learning habits.

Homestudy has two components. These are:

  • homework - any activity which has been set by the teacher to be completed by a set date. This includes formal and informal assessment. It is important that this work is carefully completed.
  • homestudy - any activity other than homework, which reinforces work done at school. It should include regular reading of novels and texts, and practice of example or sample questions.

Homestudy Timetable

The following are recommended amount of homestudy required:

  • Years 7 – 8                  1-1½ hours (minimum 4 days per week)
  • Years 9 – 10                1½ -2 hours (minimum 4 days per week)
  • Years 11 – 12              2½ - 3 hours (minimum 5 days per week)
Students in Years 7-12 are required to complete homework tasks and homestudy over weekends.

On some occasions during the school year, students will be granted the privilege of wearing casual clothing to school. While this provides students with the opportunity to express their individuality, students must be aware of regulations required by WHS policies relating to student safety. Students will be required to undertake normal learning activities in classes and their dress must afford them the same protection that their school uniform and school shoes provide. With this in mind, students should ensure that their casual dress abides by the following:

  • Shorts and dresses must be no shorter than mid-thigh length and shoes must be enclosed
  • Clothing should not display any offensive slogans or images
  • No mid-riff tops are to be worn where the stomach is exposed, nor should under garments be visible
  • Singlets must have a thick strap, that is, no 'spaghetti strap' tops
  • Hair is to be tied back and normal rules regarding make up and nail polish still apply.

With this in mind, certain speciality subjects require added notes. In the case that a student has a science or technology subject, leather enclosed shoes are to be worn and for practical PE lessons the school PE uniform and sports shoes are to be worn.

Philosophical Basis
As a multicultural Marist community which seeks to live out the values of Christ in a caring and supportive environment, we believe that:

  • pastoral care at Cerdon encompasses the total care and development of each member of the community
  • fostering positive relationships is characterised by justice, where the dignity of all members is respected
  • all members are entitled to a safe and pleasant environment that is conducive to learning and teaching
  • all members should be encouraged to develop as a whole person: spiritually, emotionally, educationally, socially, culturally and physically.

Aims/Goals
Pastoral care promotes a development of:

  • a community where everyone is responsible for pastoral care
  • people of faith
  • life-long learners who can accept the challenges of the future in the modern world
  • a life-giving focus that enables all members to grow, to be affirmed in their dignity and worth as persons, to appreciate themselves and to develop skills in building personal relationships
  • opportunities that challenge each individual’s God-given gifts and abilities
  • an acceptance of rights and responsibilities
  • self-discipline and motivation in individuals so that they are critical thinkers and individual learners
  • an adaptive learning environment which meets the needs of widely differing groups of students.

Guidelines
Supportive relationships between members of the Cerdon school community need to be established and appropriate structures should be developed which enable the establishment of an effective care network. Pastoral Care is the responsibility of the whole school, with the Principal being responsible for providing effective pastoral care of its members by establishing and guiding the process.

The following specific roles and responsibilities have been established for the provision of this:

  • Assistant Principal: Mission and Administration
  • Guidance Coordinators
  • School Counsellor.

Rationale
All students have the right to attend a school which is free of illegal substances and dangerous items. In responding to the impact of illegal drugs and dangerous items, this policy attempts to strike a balance between the rights of the individual students and members of the families concerned and the rights of the broader Cerdon College community. Because our school values the worth of each child, responses to individual situations will be made in the light of the gospel values of justice, compassion and forgiveness.

Aims

  • To ensure the safety and welfare of each student in addressing the issue of illegal substances and dangerous items.
  • To implement an educational program on the dangers of the use of illegal substances.
  • To inform all members of the Cerdon College community of the school’s expectations in the area of illegal substances and dangerous items.
  • To outline the processes involved if any student brings to school or uses illegal substances at the school, in the immediate vicinity of the school, travelling to or from school, or to school activities, or if she is suspected or accused of doing so.
  • To outline the processes if any dangerous items are brought to school.

Guidelines
All members of the school community are to be informed about the school’s policy on the use of illegal substances and dangerous items.

The flowchart attached provides a response to an allegation or suspicion of illegal substances. Some underlying principles of the actions are:

  • If there is evidence of a serious offence, the Principal is required to contact the police. A serious offence is defined by the Crimes Act as one which involves imprisonment of at least five years. CEDP Policy outlines offences which are regarded as serious matters and must be reported to the police. The Principal may contact the police even if the matter is not within the category of serious offences.

  • A search of a student’s belongings – bag and or desk/locker may occur if the Principal has reasonable grounds to believe that a student is in possession of a dangerous or illegal item. It is a condition of enrolment at Cerdon College that such searches are permitted. The Principal may also ask a student to empty her pockets, and the police may undertake a body search if required.

  • Any student who faces an allegation of involvement with illegal substances is entitled to a fair hearing, including the right to present her case. In the initial interview, the purpose will be to gather information, not to make decisions. When the decision is made, the student has the right for her parents, or a delegate, to be present at interview.

  • The options available to the Principal in responding to a student’s use of illegal substances include all those normally available in other student management situations. These include internal responses, suspension, transfer or exclusion. Relevant CEDP procedures will be followed.

  • The Coordinating Pastor for Cerdon College will be informed when a student’s place in the school is in jeopardy. The Principal would normally keep the pastor of the student’s own parish informed as a support to the student and her family.

  • The student’s right to her good name is recognised, and the right to confidentiality is respected.  The Principal has the discretion as to what information is released to the broader community.

  • Staff members working closely with affected students will be informed about incidents involving drugs. The amount of information made available to the general staff will be at the discretion of the Principal.  

  • No staff should speak to the media about any incident which involves the school. The Principal will be the sole spokesperson for the school should media attention be attracted.

  • An essential element of any Christian response will be to provide support for those affected.

  • An education in the dangers of the use of illegal substances and dangerous items is part of the formal curriculum at the school.

Resources

  • CEDP policy Statement Policy, procedures and resources for matters involving students and illegal substances.
  • Student Services
  • Community Agencies
  • Drug Education Resources

Discretionary Basis
The above procedures will be followed at all times where possible but may be varied if required at the discretion of the Principal. While the above only applies to illegal substances, all students would be aware that the use of alcohol and cigarettes would also have serious consequences.

 

Cerdon College is a Catholic secondary school for girls, established by and educating in the traditions of the Marist Sisters. Our school celebrates the uniqueness of each person and is committed to providing each student with a learning environment, which is comprehensive and challenging. We are a multicultural community which seeks to live out the values of Christ in a caring and supportive environment. As a community of students, staff and parents, we believe that we have the following rights and responsibilities.

Student Rights

  • To be treated justly and to be valued as an individual
  • To feel safe and secure and to be free from discrimination and intimidation
  • To be provided with a safe and healthy school environment
  • To have a positive and supportive atmosphere that is conducive to learning
  • To be provided with a quality education which caters for individual differences in ability and talents and develops the whole person.

Student Responsibilities

  • To treat others justly and value them as individuals
  • To contribute to a safe and secure school that is free from discrimination and intimidation
  • To work together to maintain an environment which is safe and clean
  • To have a positive and responsible attitude towards learning and to respect the right of all students to learn
  • To promote and enhance a positive image of the school by observing all school rules.

Staff Rights

  • To be treated with respect by all members of the school community
  • To work in an atmosphere which is healthy and safe and conducive to teaching and learning
  • To have access to resources and professional development which enhances teaching skills and skills in caring for students
  • To be supported in an appropriate way in dealing with student welfare issues
  • To be part of a caring, learning environment which encourages development of Christian values.

Staff Responsibilities

  • To show respect for all members of the school community
  • To contribute to the creation of an atmosphere which is healthy and safe and conducive to learning
  • To use resources and professional development which enhances teaching skills and skills in caring for students
  • To respond in an appropriate way in dealing with student welfare issues
  • To foster a caring, learning environment which caters for individual students’ needs and encourages the development of Christian values.

Parent Rights

  • To know that their daughters will be treated justly and be valued as individuals in the light of Christian values
  • To be kept informed of events occurring at the school
  • To be consulted via appropriate forums on relevant matters concerning their daughters and their education
  • To be heard and have their opinions valued and respected in matters relating to their daughters’ education, welfare and spiritual development.

Parent Responsibilities

  • To work in partnership with the staff to ensure the best possible education for their daughter
  • To inform the school of any matters which may impact on their daughter’s welfare
  • To support the school in appropriate ways in the programs which it offers
  • To work with the school in the implementation of rules and regulations
  • To meet their obligations in relation to all matters relating to their daughter’s education.

From time to time the Homeroom teacher, Guidance Coordinator and Assistant Principals work together with parents to bring about a resolution of a specific problem. The Principal may be involved if serious infringements against the rights of others have occurred.

The immediate consequences of inappropriate behaviour in the classroom are initiated by the classroom teacher. Where additional support is required the teacher may call on the Guidance Coordinator or, for curriculum matters, the relevant Studies Coordinator.

Counselling is part of the Pastoral Care process. Students may be counselled by a teacher, Guidance Coordinator, Assistant Principal, School Counsellor and Principal. Counselling aims to bring about evaluation and self reflection until a student recognises her mistake and makes a commitment to change the behaviour in the future.

Restorative Practices at Cerdon College
At Cerdon College, Restorative Practices provide the school with a framework for management of students that moves away from a traditional punitive response. While providing limits and consequences, it looks for ways to repair the damaged relationships and improve existing relationships. Restorative Practices fits within our Marist Charism.

To lay the foundations for a Restorative school, Cerdon College focuses on a culture that embraces collaborative relationships: shared philosophies, ideologies, values, assumptions, belief, expectations, attitudes and norms that knit a community together. This collaborative culture embraces Cerdon College’s three R’s – Relationships, Relevance, Responsibility.

The Student Welfare Policy at Cerdon College is based on these restorative practices which:

  • Ÿare primarily concerned with building and maintaining relationships
  • Ÿprovide a continuum of strategies for social and emotional learning
  • Ÿfocus on repairing the harm done to people and relationships
  • through structured dialogue encourages students to be accountable for their behaviour and take responsibility for their actions

The Principles of Restorative Practice at Cerdon College

  • Foster student awareness of how others have been affected by actions
  • Involves students actively. Instead of simply punishing, in a Restorative intervention the student is asked to speak. They face and listen to those who have been affected by their inappropriate behaviour. The student is held accountable for their behaviour.
  • Accept ambiguity. Often fault is unclear and people can agree to accept the ambiguous situation.
  • Separate the deed from the doer. We can recognise a student’s worth, their virtues and accomplishments while disapproving of their inappropriate behaviour.
  • See every instance of relationship breakdown or conflict as an opportunity for learning. Negative incidents can be used constructively to build empathy and a sense of community.
  • Restorative practices are systemic, not situational. Every attempt on an individual level to use these principles is well supported by the entire school community.

Cerdon College as a school community understands that:

  • Student mistakes are inevitable and we need a way of processing these, that is beyond punishment so that learning occurs
  • We need to encourage our students to think for themselves, so that their behaviour is not motivated by an avoidance of punishment
  • Education is about relationships and relationships have inevitable conflict, which require healing
  • Teachers are a part of a process of restoration of relationships
  • Parents need to understand that we all have a commitment to the needs of their daughters and that their daughter’s negative coping is a normal behaviour
  • The language of Restorative Justice is important in our school so that dialogue is meaningful.

At Cerdon College, persistent attempts at interventions, which do not appear to work, does not equate with failure. At times several attempts are required to rebuild relationships.

The Restorative Principles at work at Cerdon College are:

  • Inclusiveness
  • Flexiblity
  • Problem Solving
  • Empowering students, parents and teachers
  • Forward looking
  • Optimistic

Cerdon College has a strict ‘Hands Off’ policy which supports the right of every student to a safe school environment. Any form of physical violence is likely to result in a school suspension.

Suspension from school is a severe sanction for breaking school rules in serious circumstances such as truancy, smoking, use of illegal substances, physical violence, ongoing and deliberate bullying or for repeated disregard of school rules. In certain cases a student’s enrolment in the College may be in jeopardy, with the student placed on a Conditional Enrolment Contract.

Actions and consequences A

  • We have a responsibility to treat others justly and value them as individuals.
  • This leads to a school where individuals are happy, feel safe and are free to learn.

Failure to…

speak respectfully to others

For example: swearing, rudeness, interrupting, put-downs etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿan apology
  • Ÿcounselling
  • Ÿa detention
  • Ÿparent involvement
  • Ÿsuspension from school

and a commitment to speak respectfully to others in the future

Failure to...

behave respectfully towards others

For example: rudeness, disobedience, disruptive behaviour, intimidation, physical or emotional bullying etc.


May lead to...

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿan apology
  • Ÿcounselling
  • Ÿa detention
  • Ÿparent involvement
  • Ÿsuspension from school
  • Ÿexclusion from school events/excursions

and a commitment to behave respectfully towards others in the future


Failure to…

respect the property of others

For example: stealing, hiding, damaging, depleting or breaking items, defacing property, invading privacy etc.


May lead to…

  • Ÿan infringement notice
  • Ÿan apology
  • Ÿcounselling
  • Ÿrestitution &/or compensation
  • Ÿdetention
  • Ÿparent involvement
  • Ÿsuspension from school
  • Ÿpolice being informed

and a commitment to respect the property of others in the future

 


Actions and consequences B

  • We have a responsibility to: contribute to a safe and secure school that is free from discrimination and intimidation.
  • This leads to a school where students feel safe and they feel they belong to a community where the Marist spirit is modelled and each member of the community is respected and not judged.

Failure to…

create a safe and secure environment

For example: physical violence, abuse, aggressive language, threatening behaviour, phone pranking, internet intimidation etc.

May lead to…

  • Ÿan infringement notice
  • Ÿcounselling
  • Ÿan apology
  • Ÿparent involvement
  • Ÿsuspension from school
  • Ÿpolice being informed

and a commitment to create a safe and secure environment in the future.

Failure to…

respect the multicultural and individual differences in our school community.

For example: racist remarks, defacing property, discriminating against individuals who are different, excluding students on the basis of their race or individual differences etc.

May lead to…

  • Ÿan infringement notice
  • Ÿcounselling
  • Ÿan apology
  • Ÿdetention
  • Ÿparent involvement
  • Ÿsuspension from school

and a commitment to respect the multicultural and individual differences in our school community in the future.

Failure to…

treat others respectfully in the Marist tradition

For example: bullying, name calling, excluding others, verbal abuse, spreading rumours, intimidating behaviour etc.

May lead to…

  • Ÿan infringement notice
  • Ÿcounselling
  • Ÿan apology
  • Ÿdetention
  • Ÿparent involvement
  • Ÿsuspension from school

and a commitment to treat others respectfully in the Marist tradition in the future.

 


Actions and consequences C

  • We have a responsibility to work together to maintain an environment which is safe and clean.
  • This leads to a school where the environment is clean and safe for students to enjoy.

Failure to…

respect the school grounds

For example: vandalising, defacing property, being in an out of bounds area, making a mess in the toilets etc.

May lead to…

  • Ÿan infringement notice
  • Ÿrestoration
  • Ÿcounselling
  • Ÿdetention
  • Ÿcompensation
  • Ÿparent involvement
  • Ÿsuspension for deliberate acts

and a commitment to respect school property in the future

Failure to…

keep classrooms and playground clean

For example: leaving area untidy, not actively maintaining area of responsibility, littering etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcleaning up the mess
  • Ÿextra duties
  • Ÿlunchtime clean up detention
  • Ÿafter school detention

and a commitment to keep classrooms and the playground clean in the future

Failure to…

report unsafe areas

For example: failing to report damaged property, broken windows, broken desks etc.

May lead to…

  • Ÿan infringement notice
  • Ÿcounselling
  • Ÿcreating a sign
  • Ÿsafety education

and a commitment to report any unsafe areas in the school in the future

Failure to…

support the school’s environment policy

For example: not recycling, putting rubbish in recycling bins, wasting paper etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿworking with the environment group
  • Ÿcreating a poster to encourage recycling

and a commitment to support the school’s environment policy in the future

 


Actions and consequences D

  • We have a responsibility to have a positive and responsible attitude towards learning and to respect the rights of all students to learn. 
  • This leads to a school where everyone is treated equally and given equal rights.

Failure to…

punctually attend all lessons

For example: not coming to school, missing classes, missing detentions, arriving late to class without a valid reason, arriving late to Assembly etc

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿan apology
  • Ÿin- school detention
  • Ÿparent involvement
  • Ÿsuspension
  • Ÿattending school on a pupil-free day

and a commitment to punctually attend all lessons in the future

Failure to…

respect the rights of oneself and other students to learn

For example: failing to do set work, being rude and inconsiderate to others in class, coercing other students, disrupting the lesson etc.

 

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿan apology
  • Ÿdetention
  • Ÿparent involvement

and a commitment to respect the right of other students to learn in the future

Failure to…

respect the teacher’s role in the classroom

For example: being rude and inconsiderate to the teacher, disrupting the lesson, refusing to follow directions, completing other work instead of set work, using mobile phones etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿan apology
  • Ÿdetention
  • Ÿparent involvement
  • Ÿsuspension
  • Ÿconfiscation of mobile phone

and a commitment to respect the role of the teacher in the classroom in the future

 


Actions and consequences E

  • We have a responsibility to have a positive and responsible image of the school by observing all school rules.
  • This leads to a school where staff and students are well regarded by the community

Failure to…

wear the school uniform correctly

For example: wearing incorrect shoes or socks, jewellery, make-up, incorrect school bag, incorrect sports uniform etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿuniform infringement notice
  • Ÿdetention
  • Ÿparent involvement
  • Ÿsuspension

and a commitment to wear correct uniform in the future

Failure to…

act as an ambassador for the College

For example: misbehaving on excursions, misuse of public transport etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿdetention
  • Ÿparent involvement
  • Ÿin school suspension

and a commitment to act as an ambassador for the College in the future

Failure to…

observe correct behaviour while travelling to and from school.

For example: failure to comply with school entry regulations, inappropriate behaviour while waiting for buses etc.

May lead to…

  • Ÿan infringement notice
  • Ÿa warning
  • Ÿcounselling
  • Ÿdetention
  • Ÿparent involvement
  • Ÿin school suspension

and a commitment to observe correct behaviour in the future

Failure to…

comply with rules concerning restricted or prohibited items.

For example: misuse of mobile phones, use of white-out, chewing gum etc.

May lead to…

  • Ÿan infringement notice
  • Ÿcounselling
  • Ÿinfringement notice in handbook
  • Ÿconfiscation
  • Ÿdetention

and a commitment to comply with rules in the future

Rationale
Australia has the highest rate of skin cancer in the world. Two out of three people in his country will develop skin cancer during their lifetimes. Up to 1,000 Australians die every year from this disease.

In an effort to reduce death and suffering due to the effects of the sun and to address the requirements of the Work Health & Safety Amendment Act 2000, a Sun Protection Policy has been devised.

It is important to remember that everyone in the work environment has a responsibility to support this policy. Skin and eye protection is important all year round, not just in summertime.

Aims

  • To encourage sun protection practices
  • To raise awareness of sun protection practices through appropriate and visible signage.

Guidelines

  • Assemblies are to be of as short a duration as possible especially during the summer months
  • Shade structures around school, including assembly area are provided
  • A ‘broad spectrum’ sunscreen with sun protection factor of 30+ is recommended
  • The Policy will be reviewed and evaluated by the Work Health & Safety Committee.

The College uniform has been chosen by students and parents. It is expected that it will be worn with pride. The girls themselves and the total school community benefit from the image of the girls in a high standard of uniform. All Uniform items should be in good condition.

Uniform length
The summer uniform is worn below the knee when standing; and the winter uniform should be calf length.

Blazers
Blazers are compulsory in Terms 2 and 3. At other times they may be worn to provide additional warmth. Jumpers without blazers must not be worn to and from school in Terms 2 and 3. Blazer sleeves are NOT to be rolled up.

Jumpers
When worn, jumpers should not be longer than the blazer. They must be royal blue V-necked style with the College Crest.

T-shirts and Spencers
T-shirts and spencers (plain white for Juniors and pale blue for Seniors) may be worn under the blouse for extra warmth, but must not be seen. No other colour is to be worn. Girls are not allowed to wear a roll-necked jumper or skivvy under the blouse.

Blouses
Blouses are white with College Crest for the Juniors and sky blue for the Seniors. Long sleeved garments are not to be worn under short sleeved blouses unless the College jumper is also worn.

Socks/stockings
Girls must wear sky blue ankle socks worn at ankle height with the summer uniform. Girls must wear black opaque pantyhose when the kilt is worn. Girls are not allowed to wear knee-high socks or footless tights. White socks are NOT to be worn underneath the tights.

School shoes
School shoes must be traditional black lace-up. Shoes should not have a heel higher than 3.5cms. They must have a sturdy, substantial non-slip sole (thin soles are not permitted). Shoes should not have coloured stitching, coloured laces, buckles or large silver/gold eyelets. The uppers of the shoes should be a thick (non flimsy) leather and be able to be polished. Ballet shoes, canvas shoes, gym boots, sneakers and soft leather shoes with thin soles ARE NEVER to be worn as they do NOT meet the Work, Health and Safety requirements. Students with incorrect shoes will be asked to purchase a new pair and may be withdrawn from class and the playground. Closed in shoes must be worn on mufti days and normal school shoes MUST be worn for practical lessons on mufti days. Thongs are NEVER to be worn under any circumstances.

The school bag
A Cerdon College schoolbag is compulsory for all students. A Cerdon College bag with wheels is available for students with health issues such as back problems. If an extra bag is brought for PDHPE (or other materials) it must be the PDHPE sports bag. The Cerdon College excursion bag is the ONLY bag permitted for excursions.

Jewellery
Only one pair of discrete earrings plain matching sleepers or studs discreet earrings, (worn in each ear-lobe) is allowed. Stretchers/spacers are not permitted. NO OTHER FACIAL PIERCINGS are permitted. Students may wear one small plain ring. A small necklace with a religious symbol is the only necklace permitted. Any other jewellery may be confiscated and parents required to collect it. Students are strongly advised not to wear any jewellery of an expensive or sentimental nature to school. Please note that jewellery can cause safety hazards in practical subjects.

Hair
Hair must be neat and tidy. Hair must be tied back at all times including mufti days. Students must have a conservative hairstyle and colour. The only change of colour permitted is a subtle lightening or darkening of a student’s natural hair colour. Any dramatic difference in colour or use of a different colour to the student’s natural colour is not permitted. Two tone hair is not permitted. Any student who has an extreme hairstyle or who has hair dyed in an unacceptable manner may be asked to remain at home until her hairstyle conforms with school regulations. Ribbons may be either royal blue, black or white. Wide head bands are not permitted.

Scarves
The regulation College scarf may be worn for extra warmth during Terms 2 and 3 only.

Make-up and nails
Make-up and nail polish, shellac, acrylic nails and gellish are not permitted. For WHS reasons, nails are to be short.

The PDHPE Uniform
The PDHPE Uniform is to be worn during practical lessons.

The school hat
The school hat is optional. However, the wearing of this is strongly encouraged. Sunglasses are not part of the school uniform.

Bike pants or track pants or pyjama pants or boxer shorts
Bike pants or track pants or pyjama pants or boxer shorts are not to be worn under the Summer Uniform dress or kilt.

Each item of uniform
Each item of uniform should be clearly marked with the student’s name.

 

System Policies

  Complaint Handling Policy

This policy supports responding to concerns or grievances raised by school community members.

  Complaint Handling Procedures and Guidelines

This document outlines the options and the informal and formal process for raising concerns and managing grievances within our educational communities.

  Procedural Fairness Guidelines

These guidelines outline the process for responding to allegations requiring that issues be put to the respondent before a decision is made about a complaint.

  Alumni collection notice

Applicable from 12 March 2014

  Australian Privacy Principles

Applicable from 12 March 2014

  Employment Collection Notice

Applicable from 12 March 2014

  Privacy Statement

Applicable from 12 March 2014

  Privacy Compliance Manual

The Privacy Manual contains detailed information and examples about implementation of the Australian Privacy Principles. For the most up-to-date version of the Manual always check CEC's website.

  Standard Collection Notice

Applicable from 12 March 2014

  Volunteer and Contractor Collection Notice

Applicable from 12 March 2014

  BOSTES Governance Procedures

The BOSTES Governance Procedures respond to new requirements of the BOSTES Registration Systems and Member Non-government Schools (NSW) Manual.

  Stewardship Policy

This policy sets out the accountabilities for responsible governance and management of CEDP resources

  AntiBullying Procedures

The Anti-Bullying Procedures provide a framework for school communities to work together to prevent and address issues of student bullying.

  Banned Substances Procedure

This Procedure covers the possession and use of alcohol, tobacco, illegal drugs or other substances, and the misuse of 'over the counter' and prescribed medications, including the supply of restricted substances on school premises.

  Child Protection Procedures

Replaces former Child Protection Policy

  Suspension Transfer Expulsion and Exclusion Procedures

Revised Sept2013 - includes additional requirement to advise EDS when withdrawing a student during suspension

  Weapons Procedure

The Weapons Procedure aims to prevent prohibited weapons from being present on the school site to minimise risk to staff and students.