Our policies and reports

Our policies and reports help families understand how our school works. Our annual report and school plan show what we’ve done and how we’re improving each year.  Our policies address attendance, absences, behaviour, uniform and how we respond to your concerns.

Annual school report

Each year, we share our progress in the annual school report. It gives families a clear picture of how our school is performing and how we’re supporting every student’s success. The report reflects our commitment to openness, accountability and continuous improvement.

The report includes:

• what we’re doing well and where we’re improving
• student achievement and academic progress
• our school vision and goals
• key highlights and milestones
• challenges we’ve faced and how we’re addressing them.

School excellence plan

Our school excellence plan (SEP) is a working document that shows our priorities in learning, teaching and leading. It explains our focus areas for improvement and how we plan to get there. We write our SEP with help from our school community so it reflects our shared priorities.

School behaviour support and management plan

Melville High School’s Behaviour Support Management Plan (Culture For Consistency) uses a Restorative Practice approach that involves focusing on relationships, connection and repairing harm.

Melville High School is committed to fostering a positive and inclusive school environment where every student feels valued and supported, with the belief of connection before correction and every negative incident leading to a learning opportunity.

Melville High School’s Behaviour and Support Management Plan is centred around restorative practice approaches and is all about RELATIONSHIPS.

At Melville High School Restorative Practice is creating and nurturing meaningful and just relationships. Restorative Practice helps us recognise our inherent connections to one another and our communities. Good quality relationships between students, teachers, school leadership and other staff humanise the classroom and help create an effective learning environment. Restorative Practice is a way of being, thinking, interacting, teaching and learning with relationships at the centre of all we do, every day at Melville High School.

Melville High School uses Restorative Practices in classrooms with a focus on learning with high expectations for every student. All students can achieve high standards given the right time and the right support. Melville High School’s restorative approach ensures that classrooms are vibrant, dynamic, evolving learning communities built on meaningful relationships between students, teachers and support staff.  Students learn through relationship to value, understand, practice, and build crucial life skills of working together, supporting and critically challenging one another, and fostering each other’s individual development and the wellbeing of the community.  Restorative pedagogy connects students with themselves, each other and their learning.

CESE’s (2020) What works best states that teacher-student relationships may be the most critical of all relationships at school. Positive teacher-student relationships are one of the strongest influences on student academic outcomes (Hattie 2009 cited in CESE 2020:34) and can lead to more positive classroom behaviours (Marzano, Marzano and Pickering 2003 cited in CESE 2020:34). Some studies suggest that the role of the classroom teacher may be as important, or even more important, than a student’s family background in ensuring their success at school (CESE 2020:34).

The Melville High Culture for Consistency Procedures can be viewed below.

Melville High School Culture for Consistency Procedures

Have a question about a policy or a report?

If you have a question about a policy or want to know how we respond to concerns, contact us. We're here to help.

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