From the Leader of Wellbeing

The Australian Student Wellbeing Framework informs the Marist Sisters’ College Woolwich Learning and Wellbeing Framework.

HOW?

In the faith-filled, inclusive community at Marist Sisters’ College Woolwich a dynamic learning culture exists. It is this culture that provides support for students to reach for, and accomplish the skills and knowledge that they require to achieve their potential in our world today.

This is achieved only through connection and establishing positive partnerships with all persons invested in the future of the young women in our care whom we educate and form.

The evidence is clear that when an individual feels safe and their wellbeing is nurtured through connection that develops a sense of belonging then the opportunity for learning is at its optimum and they flourish.

This is not a result of the students, the staff or their parent/carers/families, rather it is the result of the connectedness and collaboration of all three, with specialist external supports if required to achieve the best outcome for the student.

APPLIED TO ATTENDANCE

1. A student is enrolled and attending school as expected on enrolment by both the parents, school and the law.
2. A few weeks pass and the Tutor Teacher notices that her attendance is emerging as a pattern. For example – one day a week absent; they are late on Tuesday and Thursday; not attending school celebrations; leave early every Wednesday; frequently attending sick bay; often unwell yet no medical documentation.
3. The Tutor teacher will contact the parent/carer and touch base to enquire and listen. They may offer further support and/or direction if required and let them know that they will continue to monitor their daughter’s attendance/engagement in learning at school and be in touch as required. Parents and Carers are encouraged to reach out to the Tutor teacher in future. The expected level of attendance is 95% or above. 
4. If the student’s attendance/engagement does not improve (stays the same or deteriorates), the Tutor teacher will call and make arrangements for a meeting of all 3 parties – school, student and parent/carer. An email will be sent seeking confirmation of this meeting that the House Coordinator will also be present.
5. A decision will be made in relation to the need for any additional information and/or support. For example a review of an already existing Individual Education Plan or the input and support of the Learning Enrichment Team, support in developing skills such as organisation and socialising, referral to the College Counsellor, or the immediate implementation of an Attendance Improvement Plan (AIP).
6. Attendance and learning engagement will be monitored and if there is improvement in attendance/engagement after a week or two an AIP will be put in place.
7. The initial plan will be reviewed 3 times with each review requiring a meeting and an agreement between all 3 parties of their responsibilities to improve the current level of attendance. Throughout this time period the school will connect with any external supports that have been implemented by the parent/carers to ensure that we are consistent and all plans will also be shared with these agencies with your permission.
8. If the attendance and/or engagement of the student deteriorates, shows minimal or no signs of improvement before or after 3 AIP’s MSCW will seek the support of the SCS Student Wellbeing Team.