Policies

We have a strong commitment to providing a safe and supportive school environment. We know that when our students are happy, they are more engaged in their learning.

The policies below outline the regulations, processes, and procedures that govern NextSense School. They aim to nurture the well-being of our families, staff, and students.

Safeguarding Policy

Policy Summary – Key Points

- NextSense requires all staff to maintain the care and protection of children and vulnerable people as paramount.
- NextSense has zero tolerance to child abuse and is committed to actively contributing to a child safe environment where children and young people are protected and safe from abuse.
- Staff must observe acceptable standards of conduct at all times and comply with their legislative obligations relating to working with children and providing services under the NDIS scheme as well as NextSense policies and procedures.
- All staff are required to report to their manager or their delegate any concern pertaining to the safety, wellbeing or welfare of children and vulnerable people to whom NextSense provides a service including disability, care, health or education services.
- Staff are required to comply with Mandatory Reporting obligations arising under child protection legislation and the National Disability Insurance Scheme Act 2013 (Cth).
- NextSense and some of its staff are captured under the Reportable Conduct Scheme in New South Wales and Victoria that requires NextSense to report any allegations of reportable conduct made against staff to the relevant statutory body and conduct a workplace investigation into the reported allegation.
- Staff must keep information relating to matters under this policy confidential and comply with rules relating to procedural fairness.

Document Reference:	POL00001
Status:	Approved
Issue Date:	13 October 2025
Policy Owner:	Director of People and Governance
Functional Unit:	Governance, Risk and Compliance

Part 1 – Purpose

NextSense seeks to create a safe environment where all individuals conform to the highest standards of conduct in relation to the safety, wellbeing, care and support of children, young people and vulnerable people. NextSense has zero tolerance to child abuse and is committed to actively contributing to a child safe environment where children and young people are protected from abuse.

This policy reflects best practice standards in accordance with guidance available from statutory and regulatory bodies, applicable legislation, the National Child Safe Standards, applicable State Child Safe Standards, the National Disability Insurance Scheme (NDIS) Code of Conduct and the NDIS Practice Standards.

All people employed or engaged by NextSense have a part to play in maintaining practices that create a culture of safety within which children and vulnerable people are supported and protected.

NextSense acknowledges that people in need of care and disability services experience vulnerability due to disability, age, illness or mental illness and may be unable to take care of themselves or advocate on their own behalf. NextSense recognises that some people are at a higher risk of abuse and neglect as a result of the barriers they experience based of socio-economic factors, as well as limitations due to illness or disability.

NextSense has a commitment to equity and diversity and respects the rights of children and young people to participate in decision making, with consideration given to the needs of Aboriginal and Torres Strait Islander children, children with disability, children from culturally and linguistically diverse backgrounds, Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex and Asexual/Aromantic/Agender (LGBTIA+) children and those unable to live at home. All staff are expected to be a positive role model to children, young people and vulnerable people acting professionally and in their best interests, whilst showing genuine care and compassion, and treating all people with respect regardless of their race, age, gender, language, religion, opinions, social origin, disability, or other status.

NextSense takes a child-focused approach to protecting children, where access to information, supports and processes are easy to understand and accessible.

NextSense is committed to a supportive environment that facilitates and ensures all people employed or engaged by NextSense, including the Board of Directors, are equipped with the knowledge, skills and awareness to keep children, young people and vulnerable people safe through continual education, sector specific training, and maintaining professional standards of conduct, including expected behavioural standards.

NextSense takes a coordinated approach to regular review of national and state-based legislation to ensure that all relevant updates are embedded in process and practice.

Part 2 – Scope

This policy applies to all employees, affiliates and volunteers of NextSense. Reference to Staff in this policy is intended to cover all people that fall within the definition of Staff, as set out in Part 4 of this document.

Part 3 – Policy

1.1 Responsibilities and Obligations

1.1.1. Staff must maintain the care and protection of children, young people and vulnerable people as paramount.

1.1.2. Staff must be familiar with, comply with and maintain at all times, the required standards of professional behaviour as set out in the NextSense Code of Conduct Policy POL00009 in their relationships and conduct with children, young people and vulnerable people, and promote the safety, wellbeing and protection of children, young people and vulnerable people to whom NextSense provides a service.

1.1.3. Staff must comply with the applicable legislation and NextSense policies and procedures with respect to safeguarding and child protection, at all times.

1.1.4. Staff must maintain professional standards at all times, including not engaging in any conduct that could reasonably be assessed as conduct that falls below standards of expected conduct towards or in the presence of children or vulnerable people or conduct that falls within the definition of Reportable Conduct or Reportable Incident, as defined in this policy.

1.1.5. Consistent with their legal and moral obligation to maintain duty of care, Staff must take reasonable measures to ensure that children and vulnerable people are not harmed and are protected from reasonably foreseeable risks of harm.

1.1.6. Staff must comply with the reporting obligations set out in this policy.

1.1.7. Staff must support the rights of students, parents, vulnerable people, clients and people employed or engaged by NextSense, to bring forward complaints or allegations and to be heard without fear of reprisal.

1.1.8. Staff must report to their Manager or their delegate any information they may have in relation to inappropriate conduct involving a child or a vulnerable person.

1.2. Recruitment, Engagement and Onboarding

1.2.1. Staff must maintain and keep current, a clearance to work with children as regulated by the applicable State and Territory in which they work for NextSense as well as requirements prescribed under NextSense Policies and Procedures relating to screening.

1.2.2. Staff employed by NextSense who are working with clients with a disability must maintain and keep current, their NDIS worker screening clearance throughout their employment with NextSense.

1.2.3. Staff are required to report to the NextSense People and Culture team, any criminal conviction or charges subsequent to their employment or engagement with NextSense that may present a potential risk to children, young people or vulnerable adults.

1.2.4. All Staff must participate in Safeguarding Training as provided and amended by the Governance, Risk and Compliance team from time to time.

1.2.5. Compulsory Safeguarding training will be captured as part of all Staff onboarding processes with NextSense. All Managers are responsible for ensuring that their team completes and participates in Safeguarding Training as directed by the Governance, Risk and Compliance Team.

1.2.6. Staff engaging an individual to provide any professional services (in a paid or unpaid capacity) must ensure that the individual has a valid clearance to work with children and young people and that the clearance has been verified by People and Culture team prior to commencement of engagement.

1.2.7. Staff engaged at NextSense Kindergarten must ensure compliance with relevant State legislation in relation to the maintenance and submission of the Early Childhood Workforce Register.

1.2.8. Staff engaged at NextSense Preschool must ensure that they maintain and regularly update the Working With Children Check Record Keeping Template (template as provided by the Office of the Children’s Guardian).

1.3. Reporting Concerns about Child Protection Matters

1.3.1. All Staff are deemed mandatory reporters pursuant to this policy and must report any concerns in relation to the safety, welfare or wellbeing of a child to their Manager or their delegate as soon as practicable after becoming aware of the information.

1.3.2. Any reported concern must be assessed by the Manager or their delegate to determine an appropriate response, including an assessment of whether the concern requires Mandatory Reporting to statutory bodies.

1.3.3. Staff must comply with Mandatory Reporting obligations relating to safety, wellbeing and wellbeing concerns about children arising under legislation in the applicable State or Territory as set out in the NextSense Mandatory Reporting Procedures PRD00001. This includes obligations to report any suspected child abuse offence, including sexual abuse, serious physical abuse or extreme neglect of a child.

1.3.4. The Manager (or their delegate) at each site has a responsibility to ensure that all Staff in their team are aware of the NextSense Code of Conduct Policy POL00009, this policy and the related procedures.

1.3.5. The Manager (or their delegate) at each site has a responsibility to report to the Nominated Delegate any child related concerns reported to or known to them under

this policy and comply with all reasonable directions, including to make any required reports to the relevant statutory body.

1.3.6. The Nominated Delegate has an obligation to report or require a person with relevant authority at NextSense to make a report to relevant statutory bodies any reported suspected child abuse offence arising in the context of work. Any suspected child abuse offence that does not arise in the context of work may still require a report to statutory bodies by the relevant staff member under applicable State or Territory legislation. An obligation to report a suspected child abuse offence to NextSense, where it arises in the context of work, does not restrict the individual from directly reporting the concern to the relevant statutory body.

1.3.7. All Staff are required to report to their Manager, their delegate and/or the Governance, Risk and Compliance team of any information, concerns or knowledge about inappropriate behaviour by any Staff that involves a child, young person or vulnerable person regardless of whether the alleged behaviour occurred inside or outside of work. Staff members must immediately report to their Manager and/or the Governance, Risk and Compliance Team of all suspected incidences of conduct that may be in breach of this policy.

1.3.8. The Nominated Delegate has an obligation to ensure that a risk assessment is undertaken as soon as reasonably practicable, to inform NextSense of actual or perceived risks which are present or likely to arise in a particular matter and assist with the strategies or interim measures necessary to mitigate the risk and protect the integrity of any workplace process or investigation.

1.3.9. Any concerns assessed as being an allegation of Reportable Conduct must be reported to the relevant statutory body by the Chief Executive of NextSense, or their delegate, consistent with the applicable NextSense Reportable Conduct Procedures and within the prescribed timeframes.

1.3.10. Under this policy, any concern about child protection matters relating to the Chief Executive of NextSense must be reported to the NextSense Board via the President of the Board. The NextSense Board must comply with obligations to report concerns to relevant statutory bodies.

1.4. Reporting Reportable Incidents to the NDIS Commission

1.4.1. Staff must report any concerns in relation to the safety, welfare and wellbeing of a vulnerable person to their Manager or their delegate as soon as practicable after becoming aware of the information.

1.4.2. The Manager (or their delegate) at each site has a responsibility to report to the Nominated Delegate any concerns relating to vulnerable people reported to or known to them under this policy and comply with all reasonable directions by the Nominated Delegate in the management of the matter.

1.4.3. All reported incidents and concerns must be appropriately assessed, responded to, and investigated, where reasonable.

1.4.4. Any incident assessed as being a Reportable Incident must be reported to the NDIS Commission by the Chief Executive of NextSense, or their delegate, consistent with the reporting obligations set by the NDIS Commission and in the required timeframes. If the Reportable Incident relates to the Chief Executive of NextSense, the President of the Board or their delegate must report the incident to the NDIS Commission.

1.4.5. Any incident assessed as being a Reportable Incident must be investigated in accordance with NextSense internal procedures, Work, Health and Safety policies, and instruction provided by the NDIS Commission, as applicable.

1.5. Confidentiality, Records and Disclosure

1.5.1. Staff must keep confidential any information they are privy to with respect to any matter that is captured within this policy. Any breach of confidentiality under this policy may result in NextSense taking disciplinary/appropriate action. Maintaining confidentiality does not limit an individual’s obligation for reporting concerns as outlined in this policy or when obtaining support from the Employee Assistance Program.

1.5.2. Staff must maintain appropriate records and data in relation to their professional practice when working with children and vulnerable people. Records may include case notes, student/client files and behaviour management plans. This includes keeping contemporaneous file notes and records of any reported disclosures, observations and discussions, including any alleged breach of this policy and these must securely stored in accordance with NextSense policies and procedures.

1.5.3. Staff with delegated responsibility must ensure that appropriate records of matters reported under this policy are confidentially retained and where applicable, records of investigations and findings are stored securely, confidentially and separately from staff personnel files.

1.5.4. Where permitted and/or required under legislation, NextSense may share confidential information with relevant statutory bodies, other agencies or key stakeholders to ensure the safety and wellbeing of children and vulnerable people. This includes, but is not limited to, State regulators and administrators of the Reportable Conduct Scheme, State and Territory regulators of working with children clearances, State regulators of teacher accreditation or related bodies, NDIS Commission, State, Territory or Federal police, child wellbeing government departments under Mandatory Reporting, employers of staff engaged by NextSense, Parents/guardians of children/young people whom the matter relates to, or other agencies where appropriate.

1.6. Safe use of digital technologies and online environments

1.6.1. Prior to taking any images or videos or children and young people, all Staff must ensure that NextSense has obtained necessary consent for taking, storing, using and

disposing of images and videos of children and young people engaged with NextSense services.

1.6.2. All Staff, employed or engaged by NextSense must only use service-issued electronic devices, unless there is a permitted purpose for use of personal electronic devices, when taking images or videos of children and young people (where appropriate consent has been obtained).

Use of electronic devices when providing services to children and young people in Education Services

1.6.3. All Staff engaged in NextSense Preschool and Kindergarten, must act in accordance with the National Model Code for Taking Images or Videos of Children while Providing Early Childhood Education and Care and NextSense Preschool/Kindergarten Safe Use of Digital Technologies and Online Environments Policy.

1.6.4. Personal electronic devices that have the ability to records, take videos and/or capture images (such as tablets, phones, smart watches and digital camera) and personal storage file transfer media (such as SD cards, USB drives, hard drives and cloud storage) must not be in the possession of any person who is providing direct education, care and support to children and young people engaged at NextSense Preschool, Kindergarten and/or with NextSense Services.

1.6.5. Should a Staff member require usage of a personal device whilst directly working with children or young people, it must be for a permitted purpose (consistent with the National Code) and a risk assessment must be completed by their Manager. Usage of the personal device can only occur when written permission of the Manager is provided.

1.6.6. The Nominated Supervisor of the Preschool and Kindergarten must ensure that they keep a record of all authorisations for usage of personal devices when directly engaging with children. Manager must ensure that all volunteers, the parent community and student placements are aware of their obligations under this policy.

1.7. Procedural Fairness

1.7.1. NextSense considers a child, young person and vulnerable person’s right to be heard, protected and supported as paramount.

1.7.2. All parties to a complaint have a right to confidentiality insofar as permitted by the law.

1.7.3. Staff who are subject to a complaint regarding a matter under this policy have the right to know what has been alleged in sufficient detail for them to respond and the right to respond to any complaint or adverse comment made against them.

1.7.4. Any investigation of a complaint against Staff must be conducted sensitively and with consideration given to the care and support needs of all parties to a complaint.

1.7.5. Objectivity and impartiality during the investigation process must be ensured. All investigations of a complaint against Staff must be in accordance with the relevant

procedures, principles of procedural fairness and incorporate an ongoing risk assessment.

1.7.6. Any conflicts of interest, be they actual, potential or perceived, must be identified and managed appropriately to reduce any adverse impacts on an investigation, or on the parties subject to the investigation of a complaint.

1.7.7. Contact and report to statutory bodies or other external authorities does not remove the requirement for an internal investigation at an appropriate time following receipt of clearance to commence an internal investigation from the statutory body.

1.7.8. Staff who are subject of allegations will be kept informed of the progress of the investigation on a reasonable basis.

1.7.9. Nothing in this policy restricts or limits NextSense from seeking specialist advice and/or support from a statutory entity or a specialist service in the management of any matter that falls within this policy and any related procedures.

1.8. Breach of this policy and related procedures

1.8.1. Any breach or perceived breach of this policy and its related procedures may result in NextSense taking disciplinary/appropriate action.

1.8.2. A finding of a breach of this policy may result in serious employment outcomes, including termination of employment for staff employed by NextSense or a termination of any engagement agreement with respect to Staff who are engaged by NextSense in any capacity.

1.8.3. Staff who fail to fulfil their mandatory reporting obligations without reasonable excuse and within a reasonable time frame, may be subject to serious employment outcomes, including termination of employment.

Part 4: Definitions

Term	Definition
Affiliate	A person employed by an external entity who is formally affiliated with NextSense to conduct work as required by NextSense. (Children’s Hospital employees)
Allegation of Reportable Conduct in NSW	Pursuant to section 20 of the Children’s Guardian Act 2019 (NSW), an allegation of reportable conduct includes: allegations of a sexual offence; sexual misconduct; ill-treatment of a child; neglect of a child; an assault against a child; an offence under section 43B (failure to protect) or section 316A (failure to report) of the Crimes Act 1900 (NSW); or behaviour that causes significant emotional or psychological harm to a child.
Allegation of reportable conduct in Victoria	Pursuant to section 3 of the Child Wellbeing and Safety Act 2005 (Vic), an allegation of reportable conduct includes: a sexual offence committed against, with or in the presence of, a child, whether or not a criminal proceeding in relation to the offence has been commenced or concluded; sexual misconduct, committed against, with or in the presence of, a child; physical violence committed against, with or in the presence of, a child; any behaviour that causes significant emotional or psychological harm to a child; or significant neglect of a child.
Child/children	Means a person under the age of 18 years.
Employee	Staff, volunteers, contract workers, tertiary students, and trainees, are to be considered employees of NextSense for the purposes of implementing child protection measures.
Emotional or Psychological Abuse	Serious psychological harm can occur where the behaviour of a parent or caregiver, or another person damages the confidence and self-esteem of a child or young person, resulting in serious emotional disturbance or psychological trauma. Although it is possible for one-off incidents to cause serious harm, in general it is how many times, and how long a parent or carer or another person harms the child that determines its impact. This can include a range of behaviours such as excessive criticism, withholding affection, exposure to domestic violence, intimidation or threatening behaviour.
Manager	Means a workplace manager or supervisor, or their delegate, as appropriate.
Mandatory reporting	Means legislated reporting obligations with respect to the safety and wellbeing concerns about a child or a class of children and child abuse matters to relevant statutory bodies in the applicable State and Territories. This extends to mandatory reporting requirements for potential criminal matters to the applicable State, Territory or Federal police.
Neglect	Neglect is when a parent or caregiver or another person (as applicable) cannot regularly give a child the basic things needed for their growth and development. This includes a safe place to live, food, clothing, medical and dental care, adequate supervision and enough parenting and care.
Nominated delegate	Means the Director of People and Culture at NextSense or their delegate.
Physical Abuse	abuse is a non-accidental injury or pattern of injuries to a child or young person caused by a parent, caregiver or any other person. It includes injuries which are caused by excessive discipline, severe beatings or shakings, cigarette burns, attempted strangulation and female genital mutilation. Injuries include bruising, lacerations or welts, burns, fractures or dislocation of joints. Any unreasonable physical force to a child is a crime. For example, hitting a child or young person around the head or neck, or using a stick, belt or other object to discipline or punish a child or young person may be considered a crime.
Reportable conduct	Means any allegation that is captured within the Reportable Conduct Scheme in New South Wales and Victoria, as applicable to NextSense and its Staff and reportable to the Office of the Children’s Guardian NSW (OCG) and the Commission for Children and Young People (CCYP) in Victoria, respectively. As it is an allegation-based scheme, findings that the alleged conduct did in fact occur is not required for the purposes of NextSense reporting the allegation
Reportable incident	Pursuant to section 73Z(4) of the National Disability Insurance Scheme Act 2013 (Cth) a reportable incident is an incident that occurs or is alleged to have occurred in connection with the provision of supports or services by a registered NDIS provider and includes: The death of a person with disability; Serious injury of a person with disability; Abuse or neglect of a person with disability; Unlawful sexual or physical contact with, or assault of, a person with disability; Sexual misconduct committed against, or in the presence of, a person with disability, including grooming of the person for sexual activity; or The use of a restrictive practice in relation to a person with disability, other than where the use is in accordance with an authorisation (however described) of a State or Territory in relation to the person. Reportable Incident also captures allegations of the incidents described above.
Sexual Abuse	Sexual abuse is when someone involves a child or young person in a sexual activity by using their power over them or taking advantage of their trust. Often children or young people are bribed or threatened physically or psychologically to make them participate in the activity. Sexual abuse is a crime. Sexual abuse of children includes any of the following acts committed against children who are under 16: sexual intercourse (this includes oral sex) sexual touching (which is any touching that could reasonably be considered sexual) sexual act (an act other than sexual touching which could reasonably be considered sexual) It is also a crime for a person to groom or procure a child for sex with them or with another person.
Staff	Includes paid employees (whether employed on a permanent, temporary or casual basis), affiliates, volunteers, contractors, tertiary students, and trainees.
Vulnerable people	Means a child, or a person above the age of 18 years, who is, or may be in need of care services, or unable to take care of themselves, or protect themselves from harm or exploitation by reason of age, illness, trauma, disability, or any other reason. The definition, for the purposes of this policy, includes a person with disability who requires no or minimal additional supports to ensure they can access general safeguards to an extent equal to other members of the community.
Witnessing family violence	Domestic and family violence is a crime. It is when there is violent, abusive or bullying behaviour or actions towards a partner or former partner to scare and control them. It can happen at home or outside the home. It causes fear and harm to the body, mind and spirit. The abuse can include verbal, psychological, emotional, financial, physical and sexual abuse. It can also include harassment and stalking, spiritual or religious abuse, reproductive abuse, coercive control and image-based abuse. Children and young people experience harm when they have to live in homes where domestic violence occurs.

Part 5: Related documents

This policy document should be read in conjunction with:

Internal Related Policies and Procedures

Reportable conduct procedures New South Wales PRD00002
Reportable Conduct Procedures Victoria PRD00069
Mandatory Reporting Procedures PRD00001
NextSense Code of Conduct Policy POL00009
NextSense Grievance Policy POL00104
Work Health and Safety Policy and Procedures
Safe use of Digital Technologies and Online Environments Policy
Any other applicable NextSense Policies and Procedures

Legislation/Regulations

Child Wellbeing and Safety (Child Safe Standards Compliance and Enforcement) Amendment Act 2021 (Vic)
Child Wellbeing and Safety Act 2005 (Vic)
Child Wellbeing and Safety Amendment (Child Safe Standards) Act 2015 (Vic)

Child Youth and Families Act 2005 (Vic)

Crimes Act 1958 (Vic)
Children (Education and Care Services) National Law 2010
Children’s Guardian Act 2019 (NSW)
Children and Young Persons (Care and Protection) Act 1998 (NSW)
Crimes Act 1900 (NSW)
Education Act 1990 (NSW)
Children and Young People Act 2008 (ACT)
Crimes Act 1900 (ACT)
Criminal Code Act 1899 (Qld)
Care and Protection of Children Act 2007 (NT)
Criminal Code Act 1983 (NT)
Education and Training Reform Act 2006 (Vic)
National Disability Insurance Scheme Act 2013 (Cth)
National Disability Insurance Scheme (Provider Registration and Practice Standards)

Rules 2018

National Disability Insurance Scheme (Incident Management and Reportable Incidents) Rules 2018
National Disability Insurance Scheme (Code of Conduct) Rules 2018
Teacher Accreditation Act 2004 (NSW)
National Model Code for Early Childhood Education and Care (ACEQA)
Education and Care Services National Regulations 168(2)(h)
Education and Care Services National Regulations 168(2)(ha)(i-v)

Part 6: Policy status and details

Document Reference:	POL00001
Status:	Approved
Endorsed by:	Senior Leadership Team, Risk Committee
Approval Authority:	Board President
Approval Date:	26 September 2025
Issue Date:	13 October 2025
Review Date:	13 October 2028
Policy Author:	Director of People and Governance and Head of Quality, Compliance and Legal
Policy Owner:	Director of People and Governance
Functional Unit:	Governance, Risk and Compliance
Enquiries Contact:	Head of Quality, Compliance and Legal

Part 7: Revision History

Revision Date:	Version No.	Amendment Type	Change	Reference Sections
13.12.2022	10.0	Major	Replacement of Child Protection Policy	N/A
2.09.2025	10.1	Inclusion of safe use of technologies and online environments, review and amendments made following a change in legislation.

School enrolment policy

Purpose

This policy provides directives for consistent and fair enrolment based on selection criteria that are consistent with the NextSense mission and governing principles. Its purpose is to identify the criteria and procedure for admission to NextSense School, to ensure we provide high-quality educational programs to children whose educational needs are related to a sensory impairment.

Scope

This policy applies to NextSense School.

Policy

NextSense is committed to providing a high-quality education to children and young people with a sensory disability. While acknowledging and supporting the principle of inclusion for students in keeping with the Disability Discrimination Act and Standards 2005, our mission is to provide specialist education to students with a significant level of sensory impairment, who are expected to require individualised support.

Applications for enrolment may be made at any time by the parent/carer(s) of students to commence at NextSense School.

Students must have a level of sensory impairment which is significant including:
- Vision Acuity levels of 6/48 or less after correction in the better eye; or a visual field of 10 degrees or less; or
- Hearing loss of 50 dB or greater; or
- Deafblind children.

Each school program offers a specialist school program with additional enrolment criteria:

Sign Bilingual Program offers a specialist Auslan bilingual program for Deaf students.
Spoken Language Program offers a specialist spoken language program for Deaf and hard of hearing students.
Blind and Deafblind Program offers a specialist program for students with vision impairment/blindness or who are deafblind with no greater than moderate cognitive disability.

The Principal will base an enrolment decision on whether the student’s primary special educational needs are related to their sensory disability through review of:

Specialist reports by a qualified professional that confirm they meet eligibility criteria.
The student’s reports from previous schools/preschools or early intervention services.
The school’s ability to meet the special needs and abilities of the student.
The order of applications received.

In cases of dual sensory impairment and/or significant language delays, the Principal may determine that a lesser level of hearing and/or vision impairment satisfies eligibility requirements.

The School will meet with parent/carer(s) and the student before offering a place. Parent choice will be considered for school placement, provided an applicant meets the criteria for admission to the school for which application is made.

Parents/carer(s) must disclose all relevant information about their child’s disability and additional needs. Failure to disclose at the time, or during enrolment, may result in an offer being revoked.
Non-Australian citizens can be admitted as full fee-paying students if they meet the general entry criteria and visa requirements.
NextSense requires an immunisation certificate on enrolment and a record of each child’s immunisation status will be recorded. Copies of immunisation certificates will be retained for a minimum of three years after the child has ceased to attend the school.
Continued enrolment at the school depends on the student and the parent/carer(s) observing all behavioural codes of conduct and other requirements of the school described in the Parent Handbook.
In all cases, a duty of care to students is paramount. NextSense reserves the right not to enrol students if a threat to the school’s capacity to meet its duty of care to students and staff is considered.

School grievance policy

Purpose

NextSense is committed to fostering respectful relationships between staff, parents/guardians, families and children who attend NextSense School. This policy aims to ensure that all concerns or issues raised by these parties are addressed promptly and professionally, with every complaint and grievance treated seriously and resolved thoroughly, without unnecessary delay, and in accordance with procedural fairness.

This policy also emphasises the importance of maintaining sensitivity, confidentiality, and impartiality through the grievance resolution process, wherever appropriate and applicable.

Scope

This policy applies to all members of the NextSense School (Blind and Deafblind Program, Spoken Language Program, and Sign Bilingual Program), community, including staff, parents/guardians, families, and students. It covers any concerns or grievances relating to the school’s operations, environment, staff conduct, or interactions within the school community.

Policy

NextSense School aims to provide a high-quality service that meets individual needs of students and their families. Feedback regarding the provision of our services provides NextSense with the opportunity to refine and develop.

To this end, we will:

Provide opportunities for consultation, evaluation and review of the service operation and delivery of the curriculums;
Communicate the options and the procedure for making a complaint by discussing this policy with families when they enrol and publish it on the NextSense School website; and
Handle complaints diligently and confidentially.

NextSense School offers a variety of ways to communicate and provide feedback including:

Directly to NextSense School:
- Students can give feedback to staff at any time;
- Parents: informal interactions with staff at the beginning and end of the day;
- Parent and family meetings.
- Email to the Head of School;
- Phoning the School; or
- Text/SMS to the School mobile phone number.
To the NextSense Feedback System:

- Contacting NextSense and speaking to Client Care on 1300 253 993 or through our Contact Form;
- Letter via post to NextSense; or
- Feedback surveys.

All formal feedback, including complaints, suggestions, compliments, and concerns are documented according to the NextSense Feedback Policy (POL00030).

Procedure:

Raising a Concern:

- Children, parents/carers and other community members can report complaints using any of the methods described above.
- Complaints and disputes are resolved at the closest possible level to the child and family involved. Staff are encouraged to speak with their leader to develop the appropriate strategy to settle informal complaints and disputes with the child and family.
- All formal complaints are acknowledged in writing with an outline of the suggested resolution procedure and the time frame for final resolution.
- Any complaint made by a parent must be reported to management and documented according to the NextSense Feedback Policy (POL00030) within one (1) working day or Schools Incident, injury, trauma and illness policy (if it is about harm to a child or other person) within 24 hours.

Investigation Process:

- An impartial review will be conducted to gather all relevant information and all parties will have an opportunity to provide their perspective.

- The child and family are consulted and informed during the progress of the complaint.

- The child’s and family’s rights and needs are always respected during the complaints process.
- All complaints or disputes are treated confidentially.

Outcome and Resolution:

- At the end of the review a letter outlining the decision, the reason for the decision, and an explanation of further action that can be taken is provided.
- All Level 2 and 3 complaints, their solutions and outcomes are securely filed in accordance with NextSense’s data privacy policies.
- Each formal complaint will be reviewed individually to check if any improvements are needed to our policies, procedures and practices. An overview of formal complaints will also be completed at least twice per year to check if there are any systemic issues that need to be addressed.

Review:

- This policy and its implementation will be reviewed at least every three years to make sure serious incidents and complaints are investigated promptly, fairly and thoroughly

School grievance procedure

Purpose

The purpose of this document is to outline the process for managing complaints and concerns raised by parents, carers, and external stakeholders in a timely, respectful, and constructive manner.
It aims to:

Foster open communication and positive relationships between families, staff, external stakeholders and the school community.
Ensure concerns are addressed fairly, consistently, and promptly.
Provide a clear pathway for resolving issues at the appropriate level.
Uphold the rights of all parties to be heard and treated with dignity.
Promote a safe, inclusive, and supportive school environment.

This procedure supports the school’s commitment to continuous improvement and the wellbeing of all.

Scope

This procedure applies to all parents, carers, and external stakeholders, at the NextSense School

Blind Low Vision Program.
Sign Bilingual Program.
Spoken language Program.

Procedure

We value strong partnerships with parents, carers, and external stakeholders and we are committed to working together to support every child’s learning and wellbeing. If you have a concern or complaint, we encourage you to raise it as early as possible so that we can address it respectfully and effectively.
Step 1: Raise the Issue Informally

If you have a complaint in relation to a staff member that is deemed to be a serious nature and inappropriate to raise with the staff member progress to step 2.
If you have a concern in relation to the lack of progress for your child (for example), start by discussing it directly with the staff member involved (e.g., your child’s class teacher regarding homework, school admin staff regarding first aid and librarian regarding a fine received for a lost book).
Many issues can be resolved quickly through open, respectful communication.
You may request a meeting or phone call at a mutually convenient time.
If an interpreter is required, please contact the school office and we will arrange one.
Parents/External Stakeholders may choose to use the NextSense Feedback Form to raise a complaint.
Assisted Travel concerns need to be communicated with Assisted Travel. These concerns can also be shared with school administration staff and Head of School.

Step 2: Escalate to the Head of School

If the matter is not resolved or if it is more serious in nature, contact the school office to arrange a meeting with the Head of School. This can be face to face or via Zoom.
You may be asked to put your concerns in writing to ensure a clear understanding of the issue.

Step 3: Formal Complaint

If your concern cannot be resolved at the school level or you believe it requires further investigation, you may make a formal complaint.
Formal complaints can be submitted in writing to the Head of School or directly to Head of Education Strategy.
You will receive a written response, and the matter will be handled in line with the NextSense School Grievance Policy.
If the grievance falls within the Reportable Conduct Scheme (see Part 4) the concern should be reported directly to the Head of School and the Head of Education Strategy, who will work in consultation with the Governance, Risk and Compliance team to determine appropriate next steps.

What You Can Expect

Your concerns will be listened to respectfully and taken seriously.
All complaints will be handled confidentially, fairly, and as promptly as possible
You will be kept informed about the progress and outcome of your complaint.
Retaliation against any person making a complaint will not be tolerated.

Support for Making a Complaint

If you need support to raise a concern (e.g. due to language, disability, or other communication needs), please let us know.
Interpreters, Auslan support, or alternative formats can be arranged upon request.

Schools pastoral care policy

Purpose

The Schools pastoral care policy aims to provide a framework to ensure we provide students with the opportunity to succeed and grow in a learning environment that is engaging, encouraging, dynamic and purposeful. It provides a framework for NextSense School policies, programs, resources, and practices, with the purpose of supporting and enhancing the wellbeing of students and the school community.

Scope

This policy applies to NextSense School. NextSense School is committed to ensuring a learning environment that is safe, nurturing, and inclusive, one that fosters confidence, the achievement of one’s personal best, respect for self and others, minimises the impact of disruptive behaviour while actively teaching positive behaviour. The development of each student’s social emotional wellbeing is as important as academic learning and physical health when considering the prerequisites for a motivated and positive learner. Quality teaching and learning provides the framework to achieve this.

Effective learning and teaching

NextSense School’s approach to pedagogy is aligned with the Australian Professional Standards for Teachers (APST) and is communicated through the Effective Practice Matrix. This matrix reflects the shared beliefs of the School community about high-quality teaching, pastoral care and professional practice. The framework guides the actions and behaviours that shape and direct staff practice at the School such as establishing and maintaining successful partnerships. To enhance effective learning and teaching staff will:

Develop and maintain positive relationships with high expectations for engagement and achievement.
Encourage students to take responsibility for their own learning and behaviour.
Develop engaging, innovative, and differentiated programs and delivery.
Create and maintain safe, supportive, and inclusive living and learning environments.
Align curriculum and assessment with ongoing reflection, analysis, and adaptation.
Provide frequent opportunities for students and their parents to discuss the learning program and student behaviour and progress.
Identify key social skills and developing plans for all students to acquire them, or make progress towards them, over time.

If students are active participants in the learning process and participate in decisions about their learning, they will be more motivated to learn and will feel valued as learners. This ensures a student’s maximum participation and success at school. Teaching and learning activities should:

Be interesting and varied.
Be well thought out and purposeful.
Offer pupils a degree of choice.
Account for students’ preferred learning styles.
Encourage a match between aspirations and ability.

Effective teachers are sensitive to the emotional, social and intellectual needs of all students. In order to encourage good learning, teachers strive to ensure:

An attractive, well-organised environment is maintained.
Staff and students can easily find resources.
Students feel proud of their classroom and can see their work on display.
There is structure and physical boundaries in the room to help with routines.
They have clear expectations about what the activity requires. This can be achieved through visual timetables and predictable learning routines. This reduces stress and gives students a sense of security. It also aids in their understanding.
They are adequately resourced.
Program activities are at the appropriate level.
This entails an accurate assessment program.
Students will feel successful, not frustrated.

Home-school communication

The School encourages open communication with families and also encourages parents to participate in the school program. Parents are invited to be partners in their child’s education and are welcome to participate in classroom/school activities.

The parent(s)’ responsibilities are to:

Provide background information on their child’s abilities, interest and needs for the initial enrolment assessment.
Inform the school as to any previous educational placement or service the child has received.
Be an advocate for their child.
Inform the school of any other agencies that are involved with their child
Support their child’s involvement in the various aspects of school life—including attending Individual Plan meetings and other information days.
Help their child complete homework.
Assist their child with any other school requirements.

Phone calls/email contact are encouraged between school staff and families. Parents may also request a meeting with school staff who work with their child. If the school has any concern about attendance, behaviour, welfare, or curriculum issues, parents are contacted, and a meeting is arranged.

Social and emotional development

Students cover the full range of Personal Development and Health topics on social and emotional development as well as safety protective behaviours. Small class sizes ensure that teachers can develop positive knowledge relationships that examine each individual’s holistic development.

NextSense develops socially acceptable behaviour and values by helping children to:

Develop personal values that reflect those of the wider community.
Recognise and understand their own feelings and those of others.
Control behaviour associated with emotions.
Cope with negative actions and reactions.
Display social grace and manners.
Develop an awareness of private and public property.
Learn to take responsibility for one’s own belongings and behaviour.
Develop skills in decision making (by providing opportunities for personal choice across all areas of school participation).
Value group membership and master skills required to make and maintain friendships.
Learn to cope with frustration.

Pastoral care

School psychologist

NextSense employs Registered Psychologists to work in the school environment on a part-time basis. The Psychologist’s role includes:

Administering assessments and report findings to the student’s team.
Supporting teachers and students through the development of student behaviour management strategies.
Developing and implementing programs for students who exhibit challenging behaviour.
Providing training and information to teachers on behaviour management strategies.
Providing advice and support to families of students.
Acting as a counsellor for students and their families, providing support, advice, and information as required, including career and post school options.

Student leadership

Each year, the students of the graduating class are deemed to be “student leaders” for the school year. Senior students may stand for election by their senior school peers for the position of School Vice-Captain and School Captain. Student leaders are presented with a badge to this effect in a ceremony attended by the school community.

Student leaders develop a sense of maturity and responsibility by acting as role models of good behaviour to other students, acting as mentors to younger students and representing NextSense School by taking a role at school functions.

School antibullying policy

Purpose

NextSense School rejects all forms of bullying. No student, employee, parent, caregiver or community member should experience bullying within the learning or working environments of NextSense.

Scope

This policy applies to NextSense School.

Policy

School employees have a responsibility to:

Respect and support students.
Model and promote appropriate behaviour.
Have knowledge of school policies relating to bullying.
Respond in a timely manner to incidents of bullying according to the Anti-bullying plan.
Report serious incidences of bullying using procedures outlined in the School behaviour management and discipline policy.

Teachers have a responsibility to provide curriculum and pedagogy that supports students to develop an understanding of bullying and its impact on individuals and the broader community. NextSense School rewards positive behaviours both in the playground and the classroom.

Tenets

All students have the right to be heard and listened to.
Class teachers deal with smaller issues in the classroom in line with class rules.
Teachers on playground duty deal with smaller issues in the playground.
For more serious incidents, the teacher on duty will complete a School student behaviour incident report and inform the School Coordinator or Principal, who will then manage the incident.
Teachers have discussions with students involved and take appropriate action.
Parents, caregivers, class teachers and possibly educational psychologists work with the student to look at underlying problems and seek solutions.
If appropriate, the school psychologist may be involved in developing an individual plan.
Students upset by any bullying will be supported by the school psychologist.
Serious bullying incidents are recorded. Consequences are in line with the School behaviour management and discipline policy.
Assaults, threats and harassment may be reported to the police by the Principal. The School critical incident response procedure may also be implemented in such incidences.
In keeping with current requirements, NextSense School has an established relationship with the local NSW Police Youth Liaison Officer:
- Senior Constable Ethan West, Castle Hill Police Station: 02 9680 5399

Preventing bullying behaviour

Teachers may use support and resource materials from the Bullying. No Way! website to introduce concepts and expand student understanding, vocabulary and language. Teachers may also access the social skills program ‘Social Express.’ Teachers and students have access to school psychologists.

‘You’ve been caught being kind’

We participate in the ‘You’ve been caught being kind’ (YBCBK) program, which provides scaffolded activities for students to engage in a range of practical learning experiences about working together.

YBCBK promotes the recognition and acceptance of individual differences and diversity through debriefing sessions, students reflect on their observations of the positive actions of their peers and explain their reasoning for rewarding the behaviour of others.

Children participate by recognising, verbally acknowledging and then rewarding acts of kindness among students of all year levels.
Students receiving award tokens write their names on the back of the tokens and place them in a container in the library.
All tokens are collected at the end of each week. Principal’s Awards are presented at assembly. Some awards may be given to specific students chosen at the discretion of employees and others may be chosen from a group at random.
Teachers and other adults are also involved in giving tokens and share their reasons for awarding by explaining both the positive behaviours they observed and the language they used to describe positive behaviour.

Definitions and abbreviations

Term	Definition
Bullying	The repeated verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons. It can involve humiliation, domination, intimidation, victimisation and all forms of harassment including that based on gender, race, disability or sexual orientation. Bullying in any form or for any reason can have long term effects on those involved, including bystanders. Single incidents are not defined as bullying.
Cyber-bullying	Refers to bullying through information and communication technologies.

Term

Definition

Bullying

The repeated verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons. It can involve humiliation, domination, intimidation, victimisation and all forms of harassment including that based on gender, race, disability or sexual orientation. Bullying in any form or for any reason can have long term effects on those involved, including bystanders.

Single incidents are not defined as bullying.

Cyber-bullying

Refers to bullying through information and communication technologies.

References

POL00034 School behaviour management and discipline policy
Anti-bullying plan
PRD00036 School critical incident response procedure
FRM00021 School student behaviour incident report

School anti-bullying procedure

Purpose

To provide a clear and consistent approach to preventing, identifying, and addressing bullying by creating a safe, respectful, and inclusive environment. This document defines bullying behaviours, outlines roles and responsibilities, responses to bullying, and supporting students in developing positive relationships. It ensures the school meets its duty of care and protects the wellbeing of all students.

Scope

This procedure applies to all students, parents and Carers and staff at Nextsense School:

Blind Low Vision Program
Sign Bilingual Program
Spoken Language Program

Procedure

3.1 Defining Bullying

Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm. It can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening.

Bullying can take place in person or online (cyberbullying), via various digital platforms and devices and it can be obvious or hidden.

Single incidents and conflict or fights between equals, whether in person or online, are not defined as bullying and School Behaviour Management and Discipline procedures will be implemented.

Bullying can happen anywhere: at school, online and travelling to and from school. Bullying behaviour can be:

verbal, e.g. name calling, teasing, abuse, putdowns, sarcasm, insults, threats
physical,g. hitting, punching, kicking, scratching, tripping, spitting.
social,g. ignoring, excluding, ostracising, alienating, making inappropriate gestures.
psychological,g. spreading rumours, hiding or damaging possessions, malicious SMS and email messages, inappropriate use of communication technology/mobile devices.

3.2 Roles and Responsibilities

Refer to the Antibullying Policy POL00037.

3.3 Procedure

3.3.1 Preventing Bullying Behaviour

NextSense School uses a three-tier approach to behaviour management and preventing bullying.

Tier 1: Prevention (Whole-School Level)

Goal: Prevent bullying for all students by fostering a positive, respectful, and inclusive school culture.

Strategies include:

Clear school-wide expectations for behaviour.
Explicit teaching of social-emotional skills (e.g., empathy, conflict resolution).
Anti-bullying & Behaviour Management and Discipline policies and procedures.
Staff training as required (Staff Professional Development Plan).
Promoting positive relationships and respect through curriculum, assemblies, circle time and interactive modelling.
School-wide acknowledgement of positive behaviours (making good choices award and flourishing award).
ESafety commissioner guides and resources for teachers, students and parents.
Use of Bullying No Way prevention and education strategies in the classroom and on the playground.

Tier 2: Early Intervention (At-Risk Students or Groups)

Goal: Teachers and the Head of School are to provide additional support for students who are at risk of involvement in bullying, either as victim, bully or bully-victim.

Strategies include:

Case Management approach with all key stakeholders.
Small group social skills programs.
Targeted mentoring, mediation sessions and/or counselling.
Increased supervision in high-risk areas.
Monitoring and check-ins with vulnerable students.
Engagement with parents or carers.

Tier 3: Specialised Intervention (Individualised Support)

Goal: Provide intensive, individualised support for students involved in bullying behaviours or who have been significantly impacted by bullying.

Strategies include:

Individual behaviour management plans
One-on-one counselling
Functional behaviour assessments (psychologist)
Collaboration with external agencies (psychologists, social workers)
Safety and re-entry plans for affected students (refer to Behaviour Management and Discipline procedures)

3.3.2 Daily procedure

Bullying may be reported:

In person by a student to a teacher or via email
By a parent via phone, email, or in person (Refer to Grievance Procedure)
By a staff member to another teacher such as, the class teacher/diverse learning teacher, the Head of School or the Head of Education Strategy.

What can students do?

Tell the student who is bullying to stop. Immediate intervention to ensure that the behaviour is against school values/rules and is offensive.
Ignore them and walk away.
Seek help. Talk about it to someone they trust.
Report it to a member of staff, a trustworthy friend or buddy. Feel confident that an incident can be solved.
Talk it over openly with their parents/carers – they can help make a decision.
Do NOT retaliate with physical or verbal abuse.
If they are experiencing bullying on the way to or from school, tell their parents/carers.
Write/Draw a description of the event and report it to a teacher.

If it happens to someone else:

Tell the person to stop bullying – be an ‘upstander’ not a bystander.
Be a friend to the person being bullied.
Encourage the person being bullied to inform a staff member.
Seek help. You can decide to do something about it and help to protect others.
Write/draw a description of the event and give it to a teacher.
Talk it over with the teacher.

What can parents/carers do?

Be aware of the signs of distress in your child, e.g. unwillingness to attend school, a pattern of illness, missing equipment, requests for extra money, damaged equipment or clothing.
Inform the school of any cases of suspected bullying even if your child is not directly involved or affected.
Take an active interest in your child’s social life and acquaintances.
Assist your child to discuss any incidence of bullying with a teacher. If possible, allow your child to report and deal with the situation. Your child can gain respect and confidence through taking the initiative and dealing with the problem without direct parental involvement.
If your child is being bullied, discourage any planned retaliation, either physical or verbal, by discussing positive strategies they can use.
Be positive about your child’s qualities and encourage your child to be tolerant and caring.
Be willing to attend interviews if your child is involved in an incident of bullying and work cooperatively with the school.
Do not deal directly with the other children or their parents/caregivers but work through and with the school.
Discuss the school’s expectations about behaviour and how best to deal with bullying. Adapted from: Friendly Schools and Families.
If your child is on Assisted Travel, report the incidences to Assisted Travel.

Recording Incidents

All incidents of bullying will be reported on a Student Behaviour Incident form, will be recorded on Compass and the Head of School will be notified. The report will include the type of bullying, number of incidents and the action taken by staff. This information will form the basis of data collection for the review of bullying in the school by the school Leadership Team. General behaviour and bullying reports will be monitored and reviewed by the Diverse Learning Teacher.

Evidence based responses

Our school uses evidence-based methods like Restorative Justice, Bullying No Way, mediation and Responsive Classrooms to respond to bullying for both the victim and the bully.

Referral for School Counselling

Head of School will liaise with relevant stakeholders (including parents/guardian and/or allied care team) to ensure that the student is receiving support and counselling (if required). NextSense psychologists (with consent from parents/guardian) may be engaged to support the students. For high-risk cases, the Head of School will seek support and advice from the Governance Risk and Compliance Team.

Communication

The Head of School will contact parents/carers as required in a timely manner. Parents will also be called for a face-to-face case management meeting with all key stakeholders to discuss what the school can do and what the family can do to support the child. This may also include a risk management plan and/or behaviour management plan. If required, the family may be referred to appropriate community agencies or allied services for support. All communication is to be recorded in Compass.

Incidents involving assault, threats, intimidation, or harassment

Staff will report these types of incidents to the Head of School who will then report to the Governance Risk and Compliance Team. They will assess the situation where a decision will be made of the appropriate action to be taken. Reports can be referred to the Police Youth Liaison Officer Senior Constable Matthew Alderidge, Gladesville Police Station 02 9879 9699.

3.3.3 Consequences

The consequences for behaviour violations around bullying will include some form of relationship restoration or remediation that helps students understand the incident and develop pro-social behaviour.

The implementation of these procedures is supervised by the Head of School and/or the Diverse Learning Teacher and includes:

Once identified, each student involved, will be spoken with, and all incidents of bullying will be investigated and documented.
All students involved may be offered counselling, depending on the nature of the incident and person(s) involved.
Parents/caregivers will be contacted and consequences implemented, consistent with our school’s behaviour management and discipline procedures.
Consequences for students will be individually-based, and may involve:
- Social skills support.
- Reinforcement of positive behaviours.
- Class meeting.
- Support structures e.g. Daily Check in Check Out, Mentor.
- Ongoing monitoring of identified bullies and victim.
- Rewards for positive behaviour.
- Withdrawal of privileges.
- School/Community service around the school.
- Exclusion from class.
- Exclusion from playground.
- School suspension.
- Counselling support.
- Tier 2 & Tier 3 Interventions.

School behaviour management and discipline policy

Purpose

The purpose of this Policy is to ensure behaviour is effectively managed in a way that is procedurally fair, respects the rights and dignity of students when managing their behaviour. This Policy is necessary to ensure the safety and welfare of NextSense School students, teachers and staff in order to provide a learning environment conducive to each student having an opportunity to reach his/her academic and social potential.

Scope

This policy applies to NextSense Schools:

Blind and Deafblind Program;
Spoken Language Program; and
Sign Bilingual Program.

Policy

Objectives

To enhance effective learning and teaching NextSense teaching staff:

Encourage students to take responsibility for their own learning and behaviour.
Identify and cater for the individual learning needs of students, where possible.
Provide a positive teaching and learning environment by engaging in adequate planning and applying appropriate structures.
Ensure that learning activities build on prior knowledge and experiences and are socially and culturally appropriate.
Provide frequent opportunities for students and their parents to discuss the learning program and student behaviour and progress.
Identify key social skills and develop plans for all students to acquire them or make progress towards them.

Managing Behaviour

Background

NextSense School’s paramount consideration is the safety, welfare and welbeing of students.

The school is committed to Positive Behaviour Support for all our students. Positive

Behaviour Support involves strategies to encourage positive behaviours and minimise the likelihood that students engage in maladaptive behaviours.

Effective classroom management is the key to maximising positive behaviours. Teaching and support staff develop and implement Positive Behaviour Support strategies appropriate for all students in their care. These strategies must be systematically and consistently applied with all students.

Management of student behaviour in teaching and learning creates safe and positive learning environments which:

promote pro-social behaviour and positive social interactions between staff and students
provide opportunities for students to learn and practise appropriate social and self – regulatory behaviours and
encourage appropriate/logical consequences for students who display inappropriate

NextSense School provides a social context which allows students to be supported while being taught how to accept responsibility for their own behaviour. Students need opportunities to develop appropriate behaviours, self-control, and resilience through

interactions with teachers and other staff and through the curriculum. Frequent and consistent reinforcement of desired behaviours is critical to enhancing students’ understanding of responsible social behaviour.

Principles

NextSense School aims to provide a safe and orderly learning environment. This is best achieved:

by creating an atmosphere where students are actively engaged in their learning and are provided with interesting ways to learn;
where students feel cared for by school staff and develop a sense of belonging and connectedness to the school;
where teachers know students well, build on their strengths and encourage them to persist with tasks until they succeed; and
where student wellbeing and the promotion of positive behaviours are enhanced through early intervention.
By supporting students to know, understand and use the language of emotional and social literacy.

Student behaviour is best managed in ways that promote restorative practices and are educative in nature. All decisions about managing student behaviour and implementing policy are made using the principles of procedural fairness. In short, students are more likely to behave appropriately if they are in an environment where they feel respected and capable.

The goal of successful behaviour management at NextSense is acting to meet students’

needs rather than reacting when challenging behaviours occur.

Corporal punishment is NOT permitted under any circumstances. We do not condone use of corporal punishment by other parties, including parents, under any circumstances. We also have a duty under child protection laws to report offences to the appropriate state body governing child protection authority and/or the police.

The role of staff

All teachers and support staff share responsibility for promoting good behaviour and managing challenging behaviour positively.
The key relationship is between the child and the class teacher. All staff work positively to develop a wide range of supportive relationships with children and each other. Seeking the help, advice and co-operation of colleagues is a positive, professional means of ensuring that behaviour support is the collective responsibility of all members of NextSense School.
All staff need to be aware of individuals’ rights and responsibilities when dealing with behaviour. All serious incidents must be reported to The Head of School.

The classroom environment & positive behaviour

Each teacher and their class may develop their own systems of reward and praise. Positive consequences for students’ good choices and good behaviour may be in the form of verbal praise or extrinsic rewards such as stickers/merit awards.

The organisation of the classroom is fundamentally important in managing behaviour. Teaching and learning should be interesting, varied, and offer students choice. Student’s preferred learning styles should be considered. Students should feel involved in their learning. Well organised, purposeful, cooperative learning activities can improve behaviour. Expectations should be regularly enforced and be realistic but challenging. Teaching should encourage an accurate match between aspirations and ability. The teacher’s words and actions should assume that all students can achieve whatever is to be learned. Simple nonverbal encouragement (smile, thumbs up, etc) is effective. Teachers should model good behaviour patterns and be aware of their own stress control techniques. When students arrive in the classroom initial contacts should be positive.

Positive behaviour support strategies:

The following are examples of Positive Behaviour Support Strategies to be routinely practised by all staff with all students.

Communication:

Treat all students and colleagues with
Recognise and acknowledge positive behaviours
Explain and actively model positive
Avoid conflict by informing students, giving them choices and negotiating
Inform and allow students time to prepare for
Gain student’s attention before giving
Use positive directions such as ‘we talk quietly’ rather than ‘stop shouting’.
Address the behaviour, not the individual (i.e., the behaviour is ‘naughty’, not the student).
Ignoring inappropriate behaviour is acceptable if paired with redirecting and positively reinforcing appropriate replacement behaviour (note: ignore the behaviour, not the student).
Where inappropriate behaviour occurs, help the student to identify an appropriate replacement behaviour that is equally or more rewarding.
Look for and promote opportunities for self-determination through choices, negotiation and expression of personal preferences during the day.
Do not discuss student(s) with parents or other staff in the presence of the student without involving the student in the discussion.

Environment:

Establish classroom rules for acceptable behaviours and communicate these to all students and staff. Limit the number of rules and keep them simple.
Implement rules consistently to help students understand expectations and consequences. Limit consequences such as withdrawing a privilege to cases where the student clearly understands the link between their behaviour and the consequence, and where the consequence has been decided and communicated to the student before any inappropriate behaviour.
Use logical or natural consequences for inappropriate behaviours, carried out consistently and immediately to facilitate students’ understanding and learning, e.g.,the student needs to complete work in their own time if they waste time during class.
Provide a classroom environment that is positive, encouraging, stimulating, structured, supportive and consistent to enhance learning opportunities and minimize the possibility of misbehaviour.
Ensure opportunities for students to participate in meaningful and rewarding activities through structured planning and skill development.
Offer students opportunities to calm down and relax in a safe area or the sensory
Ensure predictability for students through structured routines and timetables that are accessible and easily understood by the students.
Make requirements for everyday tasks
Maintain an orderly classroom environment where students can easily locate objects or activities they want or need, and where potentially hazardous items are out of sight and/or reach.
Avoid excessive stimulation, boredom, sudden changes and unnecessary

Individual:

Allow students time to learn the rules and comply with
Be aware of what affects individual student’s arousal levels and how to calm
Make sure all communication partners (including volunteers) are aware of the needs of each This includes any circumstances or signals that might lead to challenging behaviours.
Allow students time to complete activities

Challenging behaviours

Some students require individualised behaviour supports. These students may express their feelings or respond to situations in ways that can be experienced as challenging. ‘Challenging behaviour’ is an expression of the student’s support needs, representin g a challenge to others to modify their behaviour to better meet the needs of the student. Challenging behaviours should be viewed in context, i.e., considering environmental factors, sensory issues, sleep disturbances, home environment, and health issues etc.

Student behaviour incident reports

Understanding why challenging behaviour occurs is the key to successful management. All staff must complete a School student behaviour incident report for every instance of challenging behaviour involving a student in their care. This includes an ABC (Antecedent- Behaviour-Consequence) analysis to define and describe behaviours that are experienced as challenging and to determine behavioural patterns, triggers and reinforcers. When an Individual behaviour support plan is developed for a student, the School student behaviour incident report will be a key tool in devising appropriate strategies.

Individual behaviour support plans

Where a student frequently engages in behaviour that is experienced as challenging, a meeting may be called to develop an Individual Behaviour Support plan for the student. The team will involve the student (where appropriate), educational staff, therapists, family, a NextSense Psychologist and the Head of School and/or member of the school leadership team. Note that Individual behaviour support plans prepared for in -school use are different from NDIS behaviour support plans which must be prepared by a registered NDIS behaviour support practitioner. NDIS behaviour support plans may be implemented in NextSense School at the discretion of the Head of School in consultation with the family and Educational Psychologist.

When using the School student behaviour incident report, the team must consider the factors that lead up to or trigger the challenging behaviour, the nature of the behaviour and the consequences of the behaviour. The team must also consider any relevant external factors or contextual information related to the student. When designing an Individual Behaviour Support plan to deal with challenging behaviours consideration must be given to modifying the student’s environment, reviewing the ways that people interact with the student, and encouraging the student to change their behaviour. The plan should also consider the individual’s physical, social and learning needs and abilities.

To achieve success, all staff must systematically and consistently apply the Individual Behaviour Support plan. If this is done, the likelihood of behaviours escalating to the point where there is a risk of injury or harm to themselves, or others will be minimised.

The following questions must be addressed before establishing an Individual Behaviour Support plan.

Why is the behaviour experienced as challenging? (Is it merely annoying or inconvenient? Do we need to change our attitudes?)
Does it result in injury or pose a risk to the health/safety of self or others (physical or psychological)?
Is the behaviour a barrier to the student’s (or others’) participation in educational,

therapeutic, social or community access programs?

Does the behaviour result in damage to property or equipment?
How is our behaviour affecting the student’s behaviour?
Would changes to the classroom environment fix the problem?
Would changes to staff rostering or classroom routine fix the problem?
Does the student understand their communication partner accurately?
Has the student’s intention been misunderstood?
Was the student adequately informed?
Can the student predict what is going to happen during the activity?
Is the behaviour a reaction to an internal state?
Is the behaviour a reaction to the immediate environment?
Are there possible physical or medical causes for the behaviour?
Are classroom management strategies still relevant and appropriate?
Are classroom management strategies and educational/therapeutic programs being correctly and consistently implemented by all staff?

Support strategies in an Individual Behaviour Support plan should be multi-faceted, including:

Modifying the student’s environment to better meet their
Reviewing how communication partners interact with the student and encouraging the student to change their behaviour (including teaching new skills).
Strategies should be respectful of the students’ rights, age, cognitive/developmental

level, emotional needs and life experience.

Strategies employed in a Behaviour Support Plan must be non -aversive and minimally intrusive and invasive.

Issues to consider when challenging behaviour occurs

Strategies for responding to instances of challenging behaviour:

Remain calm; remind yourself that the student is distressed, and it is your job to help him/her.
Simplify or modify your language and use additional communication
If appropriate, address the cause of the student’s distress and/or help them to get away from the stressful situation.
Assist the student in calming down and provide
Provide adequate physical space (where appropriate) between you and the student so that they do not feel crowded/threatened
Acknowledge what they are
Create a distraction or diversion to re-focus the student’s
Redirect the student to an alternative
Remind them of the
Tell them what behaviour is
Model the desired behaviour
Give positive reinforcement to students who are modelling desired
Refer to the student’s Individual Behaviour Support

Restraint and aversive responses

Corporal punishment is not allowed under any circumstances.

Restraint as a routine behaviour management strategy is strictly forbidden.

Where behaviour is considered challenging, and it is of such intensity, frequency or duration that it threatens the quality of life and/or the safety of the individual or others, the provision of additional safeguards may be recommended.

Restricted practices can only be used if listed in a behaviour support/management plan and may only be considered after a range of less restrictive options has been tried. Using restricted practices as punishment or for reasons of convenience is prohibited. Using a restricted practice is applied with the NDIS Commission Regulated restrictive practices as a guide.

If the behaviour escalates:

If the above strategies do not limit the behaviour and it escalates, you may need to:

Assess the risks to the student, yourself and others (note: the priority is to protect people, not property).
If necessary, remove yourself and others to a safe location, or gently guide the student if they need to be moved for safety to a different area.
If, for safety, there is no alternative but to leave the student alone, he or she must be kept under supervision from a safe distance.
If safe to do so, remove any potential hazards or weapons from the immediate
Calm the student down by talking firmly but
Redirect or deflect any unacceptable behaviours/actions.
Call for assistance (phone, personal alarm, call out loudly).
If you are feeling angry or upset, and feel in need of a break, ensure the student’s safety then walk away from the situation rather than responding in anger – ask a colleague to take over from you.
If you are a bystander to a challenging situation, offer assistance, but do not intervene without being asked unless the situation is potentially dangerous.

After the behavioural incident is over:

If you are injured or upset, take time out to calm down and debrief (educational staff, School Leads or Head of School). If a student, volunteer or visitor is injured, take them to the school office or call a senior first aid person to come and treat their injury.

Report the incident on the Individual student behaviour record and complete a Client incident form and/or Employee incident form. Do this even if there is no actual injury. Reporting ‘near-misses’ helps identify trends in student behaviour, which can be used to identify the need to modify behaviour support strategies.
Discuss any needs for medical/counselling assistance with the Head of School. Consult with team members to review and, if necessary, modify classroom management strategies and/or the Individual Behaviour Support plan.

Discipline

Even with Positive Behaviour Support there may be extreme cases of behaviour that is potentially threatening or harmful. In these cases, the Head of School may use disciplinary action, including suspension and expulsion. The Head of School, in consultation with the Head of Education Strategy will make a decision regarding the outcome of the investigation into the student alleged conduct. The principles of procedural fairness will be offered to the student.

The Principles of Procedural Fairness

The person who is the subject of an allegation has the right to:

be informed of the allegation and other relevant information that may be taken into account as part of the investigation process.;
be informed of the investigation and discipline process;
given an opportunity to respond to the allegations before a decision is made; and
know how to request a review of the

The student also has the ‘right to an unbiased decision’ which includes:

unprejudiced investigation and decision -making; and
an unbiased decision-

Discipline principles:

Students must follow the school rules and the directions of teachers and other people with authority delegated by the school.
Where a student disregards rules, disobeys instructions, causes or may cause harm tothe school, staff members or other students, the student may be disciplined.
The disciplinary procedures used by the school vary according to the seriousness of the alleged offence. Where the allegation, if proved, may result in suspension or expulsion, the student and parents will be informed of the allegations and procedure for dealing with the matter. and the School will follow the principles of procedural fairness as outlined above.
Where a matter will be investigated, students will be informed of the allegation and given an opportunity to respond to it.
The discipline varies according to the behaviour and the record of the At the lower end of the scale, a caution or detention may be appropriate. Suspension or expulsion are at the upper end of the scale
The school prohibits the use of corporal punishment to discipline The school does not explicitly or implicitly, sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the school.
Where the behaviour may result in suspension or expulsion, the student and parent/s will be:
1. informed of the alleged infringement;
2. informed who will make the decision on the penalty;
3. informed of the procedures to be followed which will include an opportunity to have a parent /guardian or advocate present when responding to the allegations; and
4. given a right of review of
The Head of School in consultation with the Head of Education Strategy will reach a preliminary decision about any proposed penalty and advise the student (and parent/s) of the decision.
The student (and parent/s) will be advised that they can have the preliminary decision reviewed by applying to the Head of School and submitting any information to be considered during the review process.
The Head of School and the Director of Services, in consultation with the Chief Executive, will make the final decision about suspension or expulsion.

Definitions

Suspension	Temporarily removing a student from all their normal classes
Expulsion	Permanently removing a student from the school
Exclusion	Preventing a student’s enrolment at another school, where an exclusion policy or agreement exists between schools.

School behaviour management and discipline procedure

Purpose

To provide clear, consistent and supportive guidelines for managing student behaviour and suspension and expulsion that promote a safe and supportive learning environment, which optimises student learning and wellbeing.

Scope

This procedure applies to all students, parents and Carers and staff at Nextsense School:

Blind Low Vision Program
Sign Bilingual Program
Spoken Language Program

Procedure

3.1 Principles

Relationships within our school community should be respectful, fair, and uphold the dignity, rights, and freedoms of every individual.
Procedural fairness is mandatory, and this includes the right to be heard, unbiased decision-making, timely investigations, and no conflicts of interest

NextSense School provides a learning environment which is inclusive, safe and free from bullying, harassment, intimidation and victimisation.

Students are required to comply with the rules and expectations set out in the Student Code of Conduct.
Suspension and expulsion are regarded as serious consequences that may be applied to support the safety and wellbeing of students and staff.
Corporal punishment is strictly prohibited.

3.2 Roles and Responsibilities

The Head of School has a responsibility to:

Ensure a safe, supportive and secure learning environment for students and staff.
Develop, monitor and review school-based processes and procedures.
Provide staff training in behaviour support, as relevant and required.
Ensure that students receive instruction on the school’s behavioural expectations, processes and procedures for supporting positive behaviour.
The Head of School/delegates oversee disciplinary processes, ensure fairness and manage reporting and documentation

Teachers have a responsibility to:

Implement the School Behaviour Management and Discipline Policy and Procedure documents.
Respect and provide students with opportunities to be heard.
Communicate with parents about a student’s behaviour or observations.
Support students to learn positive behaviours and wellbeing strategies.
Model respectful conduct, report concerns under safeguarding obligations.

Support Staff have a responsibility to:

Implement the School Behaviour Management and Discipline Policy and Procedure documents.
Model respectful conduct and report concerns under safeguarding obligations.
Respect and provide students with opportunities to be heard.
Support students in intervention programs to learn positive behaviours and wellbeing strategies.
Report behavioural issues to the student’s teacher.

Students and parents have a responsibility to:

Follow the behavioural expectations stated in the Students’ Code of Conduct and the Parent Handbook.
Show respect for teachers, fellow students, parents/carers, staff and school visitors, and not engage in any form of harassment, victimisation or intimidation.
Report incidents of inappropriate/challenging/or at-risk behaviour to teachers or Head of School.
Seek help and support when required and not approach another parent or student regarding a student’s behaviour.

3.3 Behaviour Management Procedure

The following procedure is in place to support student safety and wellbeing, manage serious behaviour incidents, and ensure fair and consistent responses in line with the School Behaviour Management and Discipline Policy.

Tailored Response:
Any response to student behaviour will be determined based on the nature of the behaviour, the student’s level of understanding, and the potential risk to themselves or others.
Addressing Harmful Behaviour:
If a student displays behaviour that poses harm to themselves, others, or property, the school will respond in line with the Behaviour Management and Discipline Policy. The focus will be on understanding the function and triggers of the behaviour and helping the student learn safer, more appropriate ways to engage and participate. If required, social stories, mediation sessions and/or an Individual Behaviour Management plan will be created in collaboration with the class teacher, Diverse Learning Teacher, parents and allied services (as appropriate). If required, the student and Head of School will also join this meeting. A student behaviour incident report must be completed at this time and shared with Head of School.
Short-Term Safety Measures:
In situations involving significant incidents of harm or injury to staff, peers, or self, the Head of School may determine that the student remains at home while further supports and adjustments are put in place to ensure the safety of all involved. This may include gathering additional information from external professionals and implementing further risk management plan strategies. This does not constitute a suspension as defined in Part 4. The student is marked absent with Head of School approval. This is to be entered into a Compass Chronicle and Head of Education Strategy, Governance Risk and Compliance Team, Deputy Chief Executive Officer and Chief Executive are notified and consulted.

A re-entry meeting must occur with the student, parents/carers, Head of School and Diverse Learning Teacher prior to the student returning to school. During this meeting a school plan and risk management plan must be developed and agreed upon by the school, student and parents/carers.

A review date is set at the end of the meeting for all key stakeholders.

Information Gathering and Review
- Where necessary, investigators and decision makers are separate to avoid conflicts of interest and an unfair or biased decision.

Suspension Consideration

A suspension is temporarily removing a student from all their normal classes.

A suspension may be appropriate for:

- Physical violence where a student, staff member or NextSense employee is injured.
- Credible threats.
- Possession of a prohibited weapon.
- Illegal substances.
- Bullying or harassment including digital.
- Not following through with behaviour management plan.
- The wellbeing of the school community.
- Serious breaches of the school rules.

Documentation and Support Review

If the behaviour presents a serious and ongoing risk, and after all reasonable in-school supports have been explored and documented, the Head of School may consider suspension. Suspension must be in consultation with Head of Education Strategy, Governance Risk and Compliance Team, Chief Operating Officer/Deputy Chief Executive Officer and Chief Executive. Suspension maybe internal (on school site) or external (off school site).

Communication to Parents/Carers

The Head of School will notify parents/carers by phone or in a face-to-face meeting of the decision and follow up with written notification on the day of the phone call or face-to-face meeting with parents/carers.

A student suspension is for up to a maximum of 5 school days. This may be increased if extra time is required for necessary adjustments to take place, however it cannot exceed more than 10 days and all relevant stakeholders to be informed. Students are to receive learning tasks to complete at home from the classroom teacher.

Review

During a student’s suspension, all key stakeholders including therapists (as appropriate) will plan and implement supports to mitigate the risks to health, safety, learning and wellbeing posed by the student’s behaviour and plan for the re-entry of the student.

Re-Entry Meeting

A re-entry meeting must occur with student, parents/carers, Head of School and Diverse Learning Teacher prior to the student returning to school. During this meeting a school plan and risk management plan must be developed and agreed upon by the school, student and parents/carers.

The student is to receive wellbeing support on the first day back to ensure a smooth and positive re-entry.

A review date must also be set for all key stakeholders.

Documentation

All documentation must be stored in a Compass chronicle.

Expulsion Consideration

Expulsion is the most serious disciplinary consequence and is only considered after all behaviour support strategies and interventions have been exhausted, or in cases of extreme misconduct that poses significant risk to the safety and wellbeing of others.

All documentation of incidences, interventions and support measures must be reviewed by the Head of Education Strategy and the Chief Operating Officer/Deputy Chief Executive Officer and reported to the Chief Executive for final approval.

Documentation and Support Review
- The Head of School, Head of Education Strategy, and Governance, Risk and Compliance will review all incidents and interventions highlighting that reasonable adjustments have been made and that a staged behaviour response has been followed. A decision is made and shared with the Chief Operating Officer/Deputy Chief Executive Officer and Chief Executive for approval.
Communication with Families
- Parents/carers will be informed of the outcome/s face to face and in writing within 24hrs, outlining the serious concerns, evidence, the effective dates and appeal rights.
- Expulsion to be finalised within 15 school days of the written notice to parents/carers.
Right to Appeal
- Parents/carers may appeal the decision to the Chief Executive of NextSense within 10 days.
- If the student or parents/carer have lodged an appeal, the Chief Executive will consider the recommendations and the reasons provided by the student or parents/carer for not following the recommendation and will decide whether to accept the recommendation of the Head of School. The Chief Executive will then advise the student and parents/carer of the decision.
- If no appeal is made within 10 days, the decision by the Head of School is final.
Transition Planning
- A transition plan must be developed in collaboration with the family and any support services engaged with the family.
- The receiving school or setting must be supported to implement relevant adjustments and provide continuity of learning and wellbeing support.
Documentation
- All documentation must be stored in a Compass chronicle.

Tenets

All students have the right to be heard and listened to.
Class teachers deal with smaller issues in the classroom in line with class rules.
Teachers on playground duty deal with smaller issues in the playground.
For more serious incidents, the teacher on duty will complete a School student behaviour incident report and inform the School Coordinator or Principal, who will then manage the incident.
Teachers have discussions with students involved and take appropriate action.
Parents, caregivers, class teachers and possibly educational psychologists work with the student to look at underlying problems and seek solutions.
If appropriate, the school psychologist may be involved in developing an individual plan.
Students upset by any bullying will be supported by the school psychologist.
Serious bullying incidents are recorded. Consequences are in line with the School behaviour management and discipline policy.
Assaults, threats and harassment may be reported to the police by the Principal. The School critical incident response procedure may also be implemented in such incidences.
In keeping with current requirements, NextSense School has an established relationship with the local NSW Police Youth Liaison Officer:
- Senior Constable Ethan West, Castle Hill Police Station: 02 9680 5399

Preventing bullying behaviour

Definitions

Suspension	Temporarily removing a student from all their normal classes
Expulsion	Permanently removing a student from the school

References

This procedure document should be read in conjunction with:

POL00034 School Behaviour Management and Discipline Policy

Policies

Safeguarding Policy

Policy Summary – Key Points

Part 1 – Purpose

Part 2 – Scope

Part 3 – Policy

1.1 Responsibilities and Obligations

1.2. Recruitment, Engagement and Onboarding

1.3. Reporting Concerns about Child Protection Matters

1.4. Reporting Reportable Incidents to the NDIS Commission

1.5. Confidentiality, Records and Disclosure

1.6. Safe use of digital technologies and online environments

1.7. Procedural Fairness

1.8. Breach of this policy and related procedures

Part 4: Definitions

Term

Definition

Part 5: Related documents

Internal Related Policies and Procedures

Legislation/Regulations

Part 6: Policy status and details

Part 7: Revision History

School enrolment policy

Purpose

Scope

Policy

School grievance policy

School Grievance Policy (186KB PDF)

Purpose

Scope

Policy

Procedure:

Related documents:

School grievance procedure

Purpose

Scope

Procedure

Related documents:

Schools pastoral care policy​

Purpose

Scope

Effective learning and teaching

Home-school communication

Social and emotional development

Pastoral care

School psychologist

Student leadership

School antibullying policy

Purpose

Scope

Policy

Tenets

Preventing bullying behaviour

‘You’ve been caught being kind’

Definitions and abbreviations

References

School anti-bullying procedure

Purpose

Scope

Procedure

Related Documents

School behaviour management and discipline policy

Purpose

Scope

Policy

Objectives

Managing Behaviour

Background

Definitions

Related Documents

School behaviour management and discipline procedure

Purpose

Scope

Procedure

Tenets

Preventing bullying behaviour

Definitions

References

Address

Site link

Schools pastoral care policy