Private School Boys Canberra, Well balance boys school ACT

College Pastoral Care Program

A copy of the 2017 Pastoral Care Booklet is available here.

Pastoral Care at St Edmund's College is based on the Edmund Rice tradition of "the dignity of each person, as a child of God, being at the heart of pastoral care". Further, the school's pastoral care program is designed to empower each student to embrace the fullness of his life within a variety of experiences. 
    
The pastoral approach at St. Edmund’s strives for authenticity. Such an aim must always be a point of reference and a point of difference to which the school will always fall back on to substantiate its position in almost any circumstance. This must be clearly, distinctly and unapologetically succinct. This supports the school and its community to address the tensions that are associated with remaining genuine. It is also a tool to define the schools culture and charism. Clearly at SEC this is authentic practice.

EREA (Edmund Rice Education Australia) schools have a clear and succinct charter which overrides all practice undertaken by their schools. The EREA Charter (launched 2011) has as its four touchstones; Liberating Education, Inclusive Community, Gospel Spirituality, Justice and Solidarity.  The school management ensures these touchstones are ubiquitous across all aspects of the schools life. Of course, the Christian Brothers and their enduring presence in our College are entrenched in such words and central to our mission.

Our aim as a College, through pastoral care in Junior School classrooms and the vertical House system, is to strengthen a sense of belonging and identity within the College community and to provide an environment where the well-being of our students remains at the centre of all our endeavours.

What is Pastoral Care at St Edmund’s?

Caring for each student, by putting his interests and welfare in the centre of a decision making process.

  •     This care focuses on attending to a variety of his needs.
  •     We cannot do this in isolation and so a partnership with home is essential.
  •     Linking with academic care is paramount.

How do we do this?

  •     Relationships between home and school are essential and revolve around two-way communication.
  •     By respecting that the needs of boys and young men vary and change in relation to circumstances.
  •     Restorative practice
  •     Through an Edmund Rice charism that has a preferential treatment for those at the margins.

Most importantly

  •     Exercising authentic influence is a priority
  •     We are unapologetically a non-selective school with a distinct charter

How do we do this?

  •     By looking for ways to get to know each boy.
  •     The main vehicle to deliver this care in the High school and Senior School is our vertical House system. Junior School deliver this care through classroom teachers.
  •     This House system in the High School and Senior School is also the chief means of administration, organisation, communication and partnership that the College offers to families.

How does it work in High School and Senior School?

  • 6 Houses – each with several tutor groups which contain students from Years 7, 8, 9, 10, 11, and 12.

    Each House is lead by a Head of House and each tutor group is lead by a Tutor. 
    It is the Tutor and Head of House who lead the initiation of the care we offer and at times the Senior Students to help this happen. 

Classroom Management Flow

St Edmund’s has a carefully developed 3 tiered approach used to respond to misbehaviour which aims to deal with issues at the lowest level possible so as to attempt to keep the processing of the problem at the point of its origin.

At classroom level especially, the role of the individual classroom teacher is emphasized and clearly linked to a school wide pedagogy.

The importance of the teacher's role in the classroom cannot be over emphasised and is consequently preserved and prioritised.

Basic self-discipline is achieved by the student in the class room and the greatest flexibility must be exercised by the teacher before deciding to enter the student into the process that moves him along the line to more severe sanctions.

The principle to be applied is that the student should be dealt with at the lowest appropriate level. If the appropriate sanction is not within the summary powers of punishment of the teacher, the student must be referred to the next level.

St Edmund’s has a clear and relevant series of practices and protocols directly related to the promotion of the welfare of each student.

In tandem with this policy and its system of care that services it, every student and family is also supplied with a copy of the expectations that the College places on its students.

St Edmund’s has a balanced view of its understanding about fundamental beliefs of school students and their nature. The College has clear views on what is regarded as unacceptable behaviour, a consequence of the clarity it has in regard to the values it promotes.

Types of Level 1 issues 
Characterised by infrequent, low level, minor or isolated incidents which need to be challenged and dealt with immediately by the classroom teacher.

Types of Level 2 issues 
Characterised by an established pattern of misbehaviors or a significant issue which signposts "at risk" choices or poor decision making which may harm the rights of others.

Type of Level 3 issues 
Characterised by a continued failure to change or correct previous Level 2 misbehavior, or serious or high level isolated incident(s) which may be unlawful and/or dangerous and/or unethical or harm the rights of others.

Restorative Practice

Our response to all inappropriate behaviour is guided by Restorative Practice.

When inappropriate behavior has occurred and discussion with / between students is required we use the “Restorative Practice” process outlined below.

We are asking students to recognize and name behaviours - as well as helping them become aware of the impact their action has had on others.

St Edmund's College – Safe School Guidelines and Safe School Policy

St Edmund’s College is a Catholic school in the Edmund Rice tradition. The culture of an authentic Catholic school in the Edmund Rice tradition is underpinned by four touchstones.

These touchstones are Liberating Education; Gospel Spirituality; Justice and Solidarity and Inclusive Community.

St Edmund’s College is a school community where every student, staff member and visitor to the College is made to feel welcome and safe.

There is no place for bullying or harassment at St Edmund’s College. Bullying is never acceptable, excusable or appropriate in our school community.

Being committed to the care and welfare of all our College community, the College counters views that bullying is an inevitable part of school life.

Further we aim to provide a safe, happy and positive learning environment for our College community which will assist in creating a supportive culture and to break down the code of secrecy that protects the bully.

All members of the College community are expected to support this commitment.

St Edmund’s College promotes resilience, resolution and restorative practices rather than punishment. We endorse a positive approach, which seeks to bring about change in the behaviour and thinking of the people involved.

What is Bullying?

  • Bullying can be defined as repeated behaviour by an individual or group of individuals generally (or often) intended to cause distress, hurt or undue pressure.
  • Bullying may involve the abuse of power and may be carried out overtly (e.g. face-to-face) or covertly (e.g. through repeated social exclusion or via technology).
  • Bullying is a sub-category of aggression and is different from, but also related to, harassment and violence. It is not the same as conflict or social dislike or disagreement.
  • Bullying may involve power imbalance between the bully and victim.
  • Harassment is any unwelcome and uninvited comment, attention, contact or behaviour that an individual or witness finds humiliating, offensive or intimidating.
  • Cyberbullying refers to bullying or harassment through misuse of information and communication technologies.
  • Bullying can involve humiliation, domination, intimidation, victimisation and all forms of harassment including those based on gender, race, disability, sexuality, age or beliefs.
  • Bullying can include group actions such as initiation events, retaliation, “punishments” for failures for non-conformity or performance.

Bullying can also be repeated:

  • use of name calling, put-downs or verbally threatens someone else
  • physical hits, trips, pokes, kicks, throwing an object or stealing something from someone else
  • ignoring or singling out another student to be “left out of the group” deliberately
  • stalking or giving a dirty look, belittling or hiding possessions of another student and
  • inappropriate uses of information technology devices and unauthorised use of photographic or digital devices.

It is still bullying if any or many of the above behaviours are carried out by text messages, MSN or social network sites.

If you are being bullied or harassed:

  • speak to the person harassing you and tell them to stop
  • tell someone you trust and ask for help
  • report the matter to someone - if you are being bullied it is most important that you tell your parents or a staff member at school.
  • It is important that you come forward and ask for help as soon as possible and seek Counselling services/advice.

Bystanders – members of our community who witness incidents of bullying/harassment should respond in the following ways:

  • offer to support the person who has been bullied
  • where appropriate, indicate to the bully that the behaviour is unacceptable and
  • try to persuade the person who has been bullied to seek assistance from a trusted adult or be prepared to report the incident yourself.

Parent/carers should:

  • be alert for signs of distress in their son
  • encourage their son to report any harassing behaviour to a staff member with whom he is comfortable
  • contact the College if their son is unwilling or unable to take action
  • feel free to inform the College of any suspected harassment/bullying immediately and
  • seek Counselling services / advice

Staff at St Edmund’s College:

  • have a duty to ensure that any harassment brought to their attention or personally witnessed, is addressed as soon as possible and they will share information immediately with other appropriate senior staff, to enable the best possible response to be developed
  • will be alert for signs of distress in their students which may indicate bullying or harassment
  • will ensure that steps are taken to help and support those experiencing harassment
  • will encourage appropriate bystander involvement in incidents of bullying and harassment
  • will model appropriate behaviour in their relationships with each other, parents and their students
  • will ensure support is available for members of the College community who have been bullied as well as for those who bully others or are involved in the incident
  • do not accept ideas, beliefs and behaviours which marginalise or victimise people
  • will implement strategies to assist parents whose son may be involved in bullying behaviour and
  • will promote resilience as an admirable quality and as a personal resource worth developing.

Safe School Policy was developed by the teaching staff of St Edmund's College in August 2012