Purpose

This policy explains how we provide a service that promotes our clients’ legal and human rights and enables them to exercise choice and control according to their individual and cultural needs and preferences.

Scope

This policy applies to all NextSense employees, contractors and volunteers.

Policy

As part of their legal and human rights, NextSense clients have the right to:

Person-centred service

• Our clients’ needs come first: we ask what they need from our services and develop individual service plans with them.
• We treat our clients with respect, dignity and courtesy. This includes respecting and supporting their culture, diversity, values, beliefs and decisions without discrimination.
• We acknowledge our client’s right to be supported by a certified or trained assistance animal and to have their animal involved in their therapy or appointment.

Informed choice, decision making and control

• We give information and support to clients to understand and exercise their rights to be in control and make independent, informed choices about their services. This includes respecting the "dignity of risk" that might come with client choice.
• We work with each client to develop and implement an individual plan that identifies and builds on their strengths, aspirations and goals.

Receive quality services

• Our services must be relevant, evidence-based and deliver best practice.
• We promote, uphold and respect clients’ legal and human rights in our services.

Receive timely information in their preferred formats and mode of communication

• This includes offering interpreting services and providing materials in accessible formats.

Privacy and confidentiality

• Our services respect and protect our clients’ dignity, confidentiality and right to privacy.
• We only collect the personal information we need to provide services and meet legal requirements.
• We protect clients’ personal information in line with relevant legislation and ask for their consent to use their information as needed.

Feel safe

• Our services are free of violence, abuse, neglect, exploitation or discrimination.
• We screen potential team members for their suitability to work with vulnerable people before they start work with us.
• Team members must identify and respond to indicators that children and vulnerable people are experiencing harm or are at risk of experiencing harm.

An advocate

• We encourage and help our clients to engage another person to speak or act on their behalf to support their choice and control.

Have their feedback valued and acted on

• We encourage our clients to give us feedback, whether complaints, compliments or suggestions so we can improve our services.
• We provide a supportive environment for giving and receiving feedback and we make sure there are no negative consequences for people who give us feedback.

Be supported through their journey with us

• We deliver quality services and link clients to appropriate NextSense services and to our partners to help clients fulfil their potential.
• We give our clients time to consult, consider and review their options at each stage of their journey with us.
• We help clients engage with family, friends and community as directed by them.

Definitions

Purpose

We want the NextSense experience to be great for everyone – for our clients as well as people who work for us. This policy explains clients’ responsibilities to help make their own and others’ experience as good as it can be.

Scope

This policy applies to all employees and all clients.

Policy

These are the things we ask you, our clients, to do:

• Stick to the program. Nothing is better than seeing our clients meet their goals. You have a huge role in that by coming to each appointment, actively participating and following our recommendations. If you can’t keep an appointment, please let us know as soon as possible. See our Cancellation Policy for more information
• Treat everyone at NextSense with respect and consideration. This includes other clients as well as our employees. Any kind of disrespect is never acceptable. If we aren’t meeting your needs or you have a problem with our service, please let us know about it. We welcome your feedback in person or you can use our feedback system.
• Everyone’s privacy is important. Do not take photos or videos at NextSense that include other NextSense clients or employees without getting their permission first. Even if you get permission, you must not post any photos or videos taken at NextSense to social media for child safety and respect for privacy.
• Help keep yourself, our employees and other clients safe. We do everything we can to make our services safe, but if you spot a problem please tell one of our employees or contact us via our Contact page. If we are providing services in your home it is your responsibility to make sure our staff are safe. Please keep pets away and do not smoke while we are there.
• Keep us up to date. We need information about you so we can provide services that meet your needs. If your needs or details change, please let us know.
• If we send you an invoice please pay us on time. We are a not-for-profit organisation that relies on your payment as well as donations and taxpayer funding to continue providing great service to you.

Definitions and abbreviations

The complete NextSense privacy policy can be found on our Privacy Policy page.

Purpose

Each client of NextSense has the right to access supports that respect their culture, diversity, values and beliefs.

All clients have the right to equal access to resources and services that are appropriate to them, and to equity in the outcome of the services provided. This applies to clients from culturally and linguistically diverse backgrounds, Aboriginal and Torres Strait Islander backgrounds, and any clients from specific populations regarding age, gender, disability, faith and sexual orientation.

Scope

This policy applies to all services at NextSense. All services are aware of and sensitively respond to client culture, diversity, values and beliefs.

Policy

NextSense considers the issues of culture and diversity in the delivery of programs and services.

• NextSense supports employees in making sure service delivery is flexible and culturally and linguistically sensitive and appropriate.
• NextSense identifies and builds networks with multicultural agencies to enhance awareness and improve access to our services.
• NextSense identifies specific needs and outreach opportunities, such as the hearing screening program for Aboriginal and Torres Strait Islander communities.
• Information about NextSense services is provided in accessible formats.
• Interpreting services are available to all clients who require them in order to communicate in their preferred languages.
• NextSense acknowledges that our cultural backgrounds and experiences may create biases. Employees must seek education wherever possible to address the needs of diverse clients and must eliminate biases, prejudices and discriminatory practices.
• Employees are provided with ongoing support and professional development to help implement diversity awareness in practice.

Purpose

This policy explains how NextSense services staff help clients be included and participate in community life in ways that are meaningful to them.

Scope

This policy applies to all services staff.

Policy

NextSense supports and respects the rights of clients to participate and be actively included in the community and support networks in the way they choose. We aim to develop connections with the broader community to promote opportunities and options for clients to engage in community activities and develop social relationships with other members of the community who share their interests.

Staff are encouraged to develop and maintain links with other community service providers and regularly participate in professional and inter-agency associations and community engagement activities.

Staff and volunteers are given training to help them understand, respect and act in the interests of clients. Services staff work with clients and support them to:

• Develop and maintain skills and attitudes that promote their independence.
• Make decisions about how they connect with their chosen community and activities.
• Access appropriate community activities through collaborative planning and coordination of interagency service provision; and if requested, advocate on behalf of clients seeking services.
• Use local community resources and include these resources in individual program objectives to achieve their goals and reduce barriers to participation.
• Develop links with programs for people from a diverse background, including people from Aboriginal and Torres Strait Islander communities; and as appropriate adapt service delivery practices to more effectively meet the needs of these communities.

NextSense requests feedback from clients to understand their needs in accessing and participating in their chosen community and activities.

In early childhood services we recognise that the family has central importance for child development, therefore we:

• Encourage active involvement of the client’s family and support networks.
• Provide family-centred supports in a culturally inclusive and responsive way.
• Build on the strengths of the client and their family and support networks.
• Provide a natural setting for services where possible.
• Set functional outcomes which help the client participate in their family and community life in an inclusive and meaningful way, including participation in daily routines.

Definitions and abbreviations

Purpose

This policy explains the responsibility of NextSense to support and promote advocacy for clients.

Scope

This policy applies to all Services employees and all clients.

Policy

NextSense supports our clients to be represented by an advocate when dealing with us or to act as advocates for themselves. We also advocate with and on behalf of our clients and families and see this as part of our role in supporting our clients.

We work towards open and productive working relationships with our clients and recognise there may be times when a client wants to engage an advocate to make sure their view is effectively communicated, and their needs are met.

We include advocacy information on our website and in our promotional materials to help increase awareness of advocacy resources.

NextSense:

• Ensures clients are given fair and equal treatment and access to NextSense services and decisions are taken with due consideration for their unique preferences and perspectives.
• Ensures clients are given a legitimate voice in issues that affect them.
• Provides consultation processes, networks and strategies to integrate clients’ needs into services, facilities and decision-making processes.
• Ensures clients are empowered and supported to give feedback, including complaints.
• Provides information to clients about their rights and entitlement to independent advocacy and support if their human rights are infringed.
• Provides information for families to enable them to advocate, lobby and negotiate with organisations, services or agencies to have their issues heard.
• In cases of alleged or actual violence, abuse, neglect, exploitation or discrimination, ensures that clients are aware they may use and can be supported to access an advocate.

Definitions and abbreviations

Purpose

This policy describes how client cancellations are managed. NextSense acknowledges that clients and their families face multiple demands on their time. Appointments may need to be cancelled on occasion. An external version of this policy is provided to clients to make sure they make the most of their access to NextSense services in order to meet their goals.

Scope

This policy applies to all client services.

Policy

Clients must provide 48 hours’ notice of cancellation of an appointment or a cancellation fee will apply.

NextSense sends out reminder texts and/or emails before scheduled appointments.

NextSense has three types of cancellations:

1. Within the required notice—clients request to cancel an appointment more than 48 hours before it is scheduled.
2. Outside of the required notice—clients request to cancel an appointment less than 48 hours before it is scheduled.
3. No notice given (do not show/DNS)—client does not attend the appointment at the scheduled time and location.

Cancellation Fees

Appointments cancelled with less than 48 hours’ notice or with no notice given (did not show) will be charged 100% of the value of planned supports if no other billable activity can be conducted by the NextSense staff member at the planned appointment time. Where a NextSense staff member has completed travel as part of the planned session, and no other billable activity was conducted by the NextSense staff member during that travel time, NextSense staff may also charge for the travel.

Process

When NextSense processes the cancellation, the session is charged to the client with a note that it was a cancellation. This is a direct claim against the client’s NDIS funding and the NDIA is notified of the cancellation through the claim.

Special circumstances

NextSense may waive up to two cancellation or no-show fees. There may be extenuating circumstances in which cancellation charges may be waived by a service manager. It must be explained to clients that if cancellation fees are waived, the NDIA does not have visibility of the cancelled sessions. Future NDIS planning and funding may be impacted.

If clients regularly miss or reschedule appointments, they must be contacted to determine how NextSense can best support them or adjust the schedule of appointments. The NDIA must be notified if a client has an unusual number of cancellations.

Cancellations coming from NextSense

NextSense will give clients as much notice as possible regarding appointment changes. If an employee is unwell, the client will be contacted as soon as possible with an offer of a different employee (where appropriate) for the appointment. Alternatively, the client may choose to reschedule the appointment with the original employee.

Purpose

This policy explains why feedback is important and how we deal with it at NextSense.

Scope

This policy applies to all NextSense employees, volunteers and contractors. It covers feedback from our clients, employees, volunteers, contractors, stakeholders and members of the public.

Policy

NextSense welcomes compliments, suggestions and complaints to ensure we continually improve the way we do things.

We address all feedback in a way that ensures access and equity, fairness, accountability and transparency with the goal of achieving a positive outcome for all parties.

We encourage people providing feedback to be supported by their family, carer, advocate and other accessibility supports, such as interpreters.

There may be cases where a complaint cannot be investigated and still be kept confidential. In these cases, we will consult with the person making the complaint about if, and how, they would like us to continue with the investigation.

NextSense will:

• Treat all people providing feedback with respect, recognising that the issue is important to them and that their feedback deserves our considered response.
• Communicate with people who provide feedback using their preferred method of communication.
• Cultivate a supportive environment in which feedback can be given and received. We can learn from our mistakes to improve the way we do things.
• Include the person giving feedback in the process.
• Communicate and promote feedback processes to all clients.
• Resolve complaints to the satisfaction of the person making the complaint where possible.
• Support mediation, conciliation or escalation to the appropriate external body if a complaint cannot be resolved within NextSense.
• Comply with legislative requirements.
• Analyse feedback data to review and continuously improve the effectiveness of our operations, including the effectiveness of the feedback system. The analysis is regularly presented to the Senior leadership Team.
• Review and evaluate the accessibility and effectiveness of the feedback system and continuously improve the process.
• Make sure no one is treated badly because they have made a complaint about NextSense.

Our feedback process:

• Allows any person to make a complaint or provide feedback.
• Is simple, accessible and easy to use.
• Anonymous feedback can be provided using the phone number or mail address on the NextSense website or the Whistleblower policy. This includes if a complaint concerns the NextSense Chief Executive.
• Encourages complaints to be resolved at the point of contact where possible.
• Ensures complaints or appeals are fairly assessed and responded to promptly.
• Follows principles of procedural fairness.
• Maintains the confidentiality of parties involved, only sharing private information with people directly involved in the complaint and its resolution. Information will only be disclosed if required by law, or if otherwise necessary.
• Balances fairness and confidentiality to safeguard the interests of all parties.

Definitions and abbreviations

Purpose

NextSense services support clients to make service choices based on their individual needs and goals. Services are designed collaboratively with the client/family/carer.

Scope

This policy applies to all NextSense services departments.

Policy

• Clients, along with their families and carers, are at the centre of planning and decision making. Clients are encouraged to exercise choice and control in the services and supports they receive.
• NextSense is sensitive to the client’s age and gender, as well as to their cultural, linguistic, and religious background.
• Services are skill/outcome focused with clear objectives and procedures for achieving those objectives. Clients are supported in building their independence and skills.
• NextSense offers flexible and responsive supports and services that meet the client’s individual needs and expectations.
• NextSense supports each client to develop, review, assess, and adjust their plan as their circumstances or goals change.
• NextSense provides appropriate information to assist the client in making decisions.
• Clients may use an advocate to assist in making decisions.
• NextSense respects decisions not to participate.
• NextSense works, where possible, with other organisations and community groups to expand the range of service options.
• Individual plans take into consideration the client’s involvement with other agencies. Collaborative planning is conducted when possible.
• NextSense assists the client in comparing the benefits and risks of each option before any approach is adopted.
• Each client is encouraged and supported in evaluating the service they receive.

Purpose

This policy outlines how we make it easy for clients to enter and exit our services.

Scope

This policy applies to all services.

Policy statement

NextSense provides relevant, high-quality services for clients of all ages and cultural backgrounds who are deaf or hard of hearing, and/or blind or have low vision.

Our services are fair, non-discriminatory, and are planned and delivered around client needs.

We communicate with clients using their preferred language and mode of communication. Qualified interpreters are used when needed.

Clients accessing NextSense Early Intervention and Cochlear Implant Program services have one point of entry through the Client Care Team who respond to and triage all enquiries and distribute them to relevant services for action.

We help clients use their NDIS and other funding effectively. As a not-for-profit organisation, we work to support clients who do not have access to funding to provide services. Clients also have the option to access our services as fee-paying clients.

Each client and/or their family/carer work with us to develop their goals to meet their needs and preferences.

A service agreement is made between NextSense and the client. All costs are clearly defined.

We make reasonable adjustments to our service environment to support each client's health, privacy, independence, and dignity.

We are committed to supporting the community by assisting with access, delivering services, and linking with partners to enable clients to fulfil their potential.

If we are not the most appropriate service to support a client, we will help clients access other services that better meet their needs. We will also support clients by providing the information they need when leaving our services.

Withdrawing services

Services may be withdrawn if a client:

• Has not paid their accounts and agreement cannot be reached between the client and NextSense for a payment plan.
• Is routinely violent or aggressive and poses a danger to other people.
  

Purpose

This policy describes why NextSense staff sometimes travel to provide services and how we set and update the charges for provider travel.

Scope

This policy applies to all employees travelling to provide services to clients funded by the NDIS, and to all clients receiving services funded by the NDIS where NextSense employees travel to provide the service. It also applies to fee-paying clients.

Policy

NextSense provides services in convenient locations across Australia or through videoconferencing technology. We recognise the best practice in early intervention is to deliver services in the natural environment. Clients may also choose to receive services in a place that best suits them. As a result, we may agree with the client to provide some services in their home or local community. This involves the NextSense consultant travelling from their usual place of work to deliver the service.

Charges for travel

• If a NextSense consultant travels to provide services to clients in their community or home, the client will be charged for the travel. The NDIS calls this 'Provider Travel', and it is the time spent travelling by a worker to deliver a service. The NDIS Pricing Arrangements outline when providers can charge for travel. The service items that providers can claim travel costs for are listed in the NDIS Support Catalogue. It is important to note that the NDIS does not provide participants with a separate budget for provider travel in their plan; it is deducted from the total budget for the support category.
• We will discuss and agree with the client how we charge them for travel. We will charge for actual travel time up to the maximum limit as listed in the NDIS Pricing Arrangements.

Changes to the way we charge for travel

We may update the amount we charge for travel if the NDIS Pricing Arrangements and NDIS Support Catalogue change. We will inform clients of any changes before we start charging the new amount.

Policy Summary – Key Points

• NextSense requires all staff to maintain the care and protection of children and vulnerable people as paramount.
• 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.

Part 1 – Purpose

NextSense seeks to create a safe environment where all individuals conform to the highest standards of ethical conduct in relation to the safety, wellbeing, care and support of children and vulnerable people.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 for poor health or abuse as a result of the barriers they experience based of socio- economic factors, as well as limitations due to illness or disability. All staff are expected to be a positive role model to children 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 are equipped with the knowledge, skills and awareness to keep children 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 staff (employees), affiliates and volunteers who are engaged by 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

Part 4: definitions

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
• Statement of commitment to the safety of children and vulnerable people
• NextSense Grievance Policy POL00104
• Work Health and Safety Policy and Procedures

Any other applicable NextSense Policies and Procedures

Legislation

• 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)

Purpose

This document provides a framework for internal and external recruitment. Recruitment processes are professional, fair and equitable in accordance with relevant legislation.

Scope

This policy applies to all NextSense employees involved in recruitment activities.

Policy

This policy discusses recruitment and probity in employment at NextSense.

Recruitment

1. NextSense is committed to selecting employees through fair and equitable recruiting practices.
2. Suitable candidates are identified based on their experience, skills, qualifications and potential.
3. All appropriate vacancies are advertised internally and externally, except in rare circumstances where an internal employee has been identified as the most suitable talent for a position, or when a suitable incumbent is available for a short-term or fixed-term role.
4. Closing dates depend on circumstances and department needs.
5. Internal and external applicants must submit an application form and a current resume. Cover letters are optional.
6. People & Culture arrange all advertising and can advise on the most appropriate strategies.
7. People & Culture and the relevant hiring manager make sure that all recruitment activities and procedures are carried out properly and that documents are obtained and checked in accordance with the NextSense Recruitment Process.

Probity in employment

1. Potential NextSense employees must undertake pre-employment screening assessments.
2. People & Culture and the relevant hiring manager make sure that all pre-employment screening assessments are carried out properly and that documents are obtained and checked in accordance with the NextSense Recruitment Process prior to commencing employment.
3. Pre-employment screening assessments include but are not limited to the following:
   1. Pre-employment medical assessment
      Candidates for child facing positions may be required to undergo a pre-employment medical test. The candidate will be notified that this is part of the recruitment process. It is arranged by the candidate and conducted by a medical practitioner. Offers of employment are subject to the results.
   2. State and NDIS specific worker screening checks
      Candidates for child-facing positions or those having access to children’s records must obtain a state-relevant working with children check. The Working With Children check, or state equivalent, must be valid at the time of recruitment and must be renewed every 5 years. It is arranged and paid for by the candidate. In addition, NextSense will comply with the National Disability Insurance Scheme (Practice Standards—Worker Screening) Rules 2018 and any subsequent amendments.
   3. Criminal history check
      All candidates must obtain a national criminal history check or equivalent. It must be no older than 6 months at the time of recruitment and must be renewed every 4 years. It is arranged and paid for by the candidate.
   4. Visa/work status check
      Where required, People & Culture will arrange for a visa/work status check to confirm the candidate’s legal right to work. The candidate must provide documentation such as their passport or visa status/confirmation to NextSense in order to process the necessary check.
   5. Reference check
      The candidate must provide two professional references, which must be from the direct managers/supervisors of the candidate. Ideally, at least one reference would come from the candidate’s immediate or most recent employment. In the case of internal candidates, the current manager and potential manager will discuss the candidate’s work history and performance in accordance with the NextSense Recruitment Process.
   6. Teacher accreditation
      Candidates for teaching positions must provide evidence of current teacher accreditation in their relevant state. It is not a requirement of NESA nor NextSense for non-school based teachers to be accredited. Itinerant teachers or teacher-consultants who work with Remote Services or School Support Services are not required to hold accreditation. However, they may choose to maintain accreditation on a voluntary basis. This will be the financial responsibility of the candidate. The hiring manager is responsible for verifying teacher accreditation.
   7. Professional memberships
      Candidates for any health professional position (ie, therapist) must hold a current professional membership, inclusive of associated costs. They must provide evidence of current membership with the relevant professional association. The hiring manager is responsible for verifying the accreditation.
   8. Compliance
      Some roles may require certain licenses, statuses, experiences, education or other attributes. This are clearly established in the position description and candidates are made aware when a role is contingent on compliance with these requirements.

Breaches of this policy

Candidates and NextSense employees must report any breach or concerns about a breach of this policy to their manager or hiring manager. If they are not comfortable with this, they must report to People & Culture. People & Culture will assess the seriousness of any alleged breaches.

Purpose

This policy describes NextSense's responsibilities for preventing and managing incidents.

Scope

This policy applies to all NextSense.

Policy

At NextSense we aim to prevent incidents by having robust systems for:

• Risk identification and reduction
• Addressing feedback
• Employee screening, conduct and training and
• Work health and safety.

However, if incidents (see definition) do occur we are responsible for identifying, responding to, and managing them. Incidents are investigated by employees or contractors trained in incident investigation.

We always respect and respond to our clients' needs, privacy and values to support their safety and wellbeing. This includes during an incident to prevent any further harm and during reporting, investigation and resolution. Investigations follow the principle of procedural fairness for all people involved.

All incidents must be reported using either the:

• Client incident form (FRM00018)
• Employee incident form (FRM00019)
• Service incident form (FRM00017)—used when an incident does not involve injury to a person.

All incidents are different so the level of investigation, if any, and action will depend on the harm caused and the risk of future harm.

All incidents and related investigations and actions are recorded and tracked in our Incident Management System.

Any incident is viewed as an opportunity for learning: to eliminate causes of incidents and to improve our service and systems so incidents are prevented. We will also review the Incident Management System each year to assess if it is effective and accessible for clients and to look for any systematic issues or causes of incidents.

Reportable incidents which involve a client receiving services funded by the NDIS will be reported to the NDIS Commission following our 'NDIS incident management and reportable incidents procedure'. This includes reporting the incident to the police under mandatory reporting requirements or where criminal behaviour has occurred or is alleged or suspected. Reportable incidents which involve clients who are not funded by the NDIS will be reported to the relevant authority, such as the police and/or medical authorities following our 'Reportable conduct procedure'.

If child abuse is identified or suspected, the Mandatory reporting procedure must also be followed.

If elder abuse is identified or suspected, discuss your concerns to your manager and the Quality & Risk Manager before calling the police or Elder Abuse helpline on 1300 651 192.

Client medical emergencies

In most cases clients are accompanied by a family member or carer, and if a client has a medical emergency the family member or carer would be responsible for the wellbeing of the client with assistance from NextSense staff. Where a client does not have a parent or carer NextSense assistance may include giving first aid, calling an ambulance and calling the client's next of kin. The NextSense staff member must complete a Client incident form.

Client medical issues

During service a therapist or clinician might discover that a client has an untreated medical issue. Keeping professional boundaries and scope of practice in mind, they have a duty of care to alert the client or their carer to have the issue investigated. Depending on the nature of the medical issue, the staff member may also write to the referring health care professional recommending further investigation after getting management approval. A Client incident form is not required in these cases.

Definitions and abbreviations

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.

1. 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.
2. Non-Australian citizens can be admitted as full fee-paying students if they meet the general entry criteria and visa requirements.
3. 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.
4. 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.
5. 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.

Version History

Approvals

Owner: Sandi Ambler, Head of Education
Reviewer/s: Julie Kirkness, Principal
Approver: Bart Cavalletto, Director, Services
Date of approval: 27 February 2020

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.

At NextSense, we are committed to fostering a workplace environment that is safe, respectful, and free from harassment and discrimination.

NextSense complies with the following Acts of parliament and model code of practice:

• Respect at Work Act 2022

• Sex Discrimination Act 1984 (Cth)

• Fair Work Legislation Amendment (Secure Jobs, Better Pay) Act 2022 (Cth)

• Australian Human Rights Commission [AHRC] Act 1986 (Cth)

• 2022 SafeWork Model Code of Practice: Managing Psychosocial Hazards at Work.

NextSense is dedicated to meeting its legislative responsibilities to protect the safety and wellbeing of its staff, clients, visitors, students, contractors, affiliated partners and volunteers. This statement of commitment applies to the whole of NextSense.

Background

Following a range of recent anti-discrimination and human rights legislation amendments, and the introduction of the Australian Human Rights Commission ‘Guiding Principles’ and ‘Standards’, NextSense has taken proactive steps to ensure these changes are reflected in its everyday practices.

This includes ensuring the organisation’s internal practices are person-first and trauma-informed, and that we engage in regular consultation, focus on gender equality, and recognise intersectionality.

What does this look like?

• Our leaders are informed and proactive in preventing sexual harassment and sex-based discrimination.

• Our culture actively discourages discrimination and harassment, creating an inclusive and respectful environment.

• Knowledge is built through training and education initiatives that promote practical applications.

• Risk management procedures seek to identify risk and develop strategies to mitigate it.

• Support is available for employees to report incidents and receive assistance in addressing issues effectively.

• We respond in alignment with established procedures in an efficient and effective manner.

• We monitor the effectiveness of internal actions, evaluate procedures, and model transparency in processes.

Our commitment

We feel it is important to transparently communicate our ongoing commitment to maintaining a safe work environment, and take reasonable steps to prohibit and eliminate sexual harassment, discrimination and victimisation.

To uphold this commitment, NextSense will:

• take reasonable steps to prevent, respond to and eliminate harassment, discrimination and victimisation

• not allow sexual harassment in connection with work (applied to workers, prospective workers and other persons conducting business/undertakings)

• implement mechanisms to ensure all complaints of sexual harassment can be reported and investigated

• regularly engage with staff on their experiences within the workplace

• not subject person(s) to a hostile work environment on the grounds of their sex

• ensure all employees complete regular and up-to-date training on sexual harassment prevention, recognition, and reporting, including promoting the reading and understanding of relevant policies

• ensure that individuals we engage with (including employees, volunteers, contractors, affiliated partners, students, board members, suppliers and directors) complete any required background checks and have appropriate knowledge of expectations for respectful conduct at our workplace.

In addition, NextSense aims to:

• respond and act in a trauma-informed manner

• facilitate individualised support mechanisms

• provide appropriate training to staff

• engage with our staff and other key stakeholders for continuous improvement

• promote a culture where individuals feel safe to report unacceptable workplace behaviour.
  

Report handling

We recognise that this responsibility extends beyond our internal staff, encompassing student placements, volunteers, visitors and all external parties who engage with us. In the spirit of inclusivity and transparency, we encourage anyone with concerns to report them through:

• For NextSense Staff, please refer to Online Grievance and Notification Form that can be submitted via our People Hub Platform.

• If you are not a NextSense Staff Member, please visit our Feedback webpage.
  Your feedback is important to us - we'd love to hear from you.

Together, let’s continue to uphold our values of Integrity, Empowerment, Community, Respect, Courage and Communication.

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

1. All students have the right to be heard and listened to.
2. Class teachers deal with smaller issues in the classroom in line with class rules.
3. Teachers on playground duty deal with smaller issues in the playground.
4. 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.
5. Teachers have discussions with students involved and take appropriate action.
6. Parents, caregivers, class teachers and possibly educational psychologists work with the student to look at underlying problems and seek solutions.
7. If appropriate, the school psychologist may be involved in developing an individual plan.
8. Students upset by any bullying will be supported by the school psychologist.
9. Serious bullying incidents are recorded. Consequences are in line with the School behaviour management and discipline policy.
10. 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.
11. 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

References

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

Version History

Approvals

Purpose

The purpose of this policy is to make sure behaviour is effectively managed in a way that respects the rights and dignity of students and enhances effective learning and teaching in NextSense School.

Scope

This policy applies to NextSense School.

Policy

Objectives

• Encourage students to take responsibility for their own learning and behaviour.
• Identify and cater for the individual learning needs of students.
• 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.

Outcomes

• Students are active participants in the learning process.
• Coordinated student services provide effective support to classroom programs.
• The learning experiences of students affirm their individuality and are positive and satisfying.

Results for students

• Students participate in decisions about their own learning.
• Students pursue a program of learning relevant to their needs and aspirations.
• Students develop an understanding of themselves as well as skills for positive, socially responsible participation.
• Students develop competencies which enhance the quality of their relationships with others.
• Students feel valued as learners.

Managing Behaviour

Background

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, not just with those who sometimes exhibit challenging behaviours.

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
• encourage appropriate/logical consequences for students who display inappropriate behaviours.

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 to the school
• where teachers know students well, build on their strengths and encourage them to persist with tasks until they succeed
• where student wellbeing and the promotion of positive behaviours are enhanced through early intervention.

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. Students are more likely to behave appropriately if they are in an environment where they feel respected and capable. If school staff create such an environment, then many behaviour problems will be prevented.

The goal of successful behaviour management at NextSense is acting to meet students’ needs rather than simply 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. Teachers should seek help and support from the school educational psychologist when they have concerns about the behaviour of a child.
• All staff need to be aware of individuals' rights and responsibilities when dealing with behaviour. All serious incidents must be reported to a senior leader.

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 and varied and offer students choice. Students’ 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 respect.
• Acknowledge and recognise positive behaviours regularly.
• Explain and actively model positive behaviours.
• Avoid conflict by informing students, giving them choices and negotiating activities.
• Inform and allow students time to prepare for transitions.
• Gain student’s attention before giving instructions.
• 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 only 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.
• Ensure predictability through structured routines and timetables easily understood by students.
• Make requirements for everyday tasks consistent.
• 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 disappointments.

Individual:

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

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, representing 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 will 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 School Principal 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 School Principal in consultation with the family and Educational Psychologist.

Using the School student behaviour incident report, the team considers the factors that lead up to or trigger the challenging behaviour, the nature of the behaviour and the consequences of the behaviour. The team also considers the ‘bigger picture’ of the environment and circumstances in which the student is expected to live and work each day. 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.

These 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 a Behaviour support plan should be multi-faceted, including:

• Modifying the student's environment to better meet their needs.
• 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 supports.
• 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 reassurance.
• Provide adequate physical space (where appropriate) between you and the student so that they do not feel crowded/threatened.
• Acknowledge what he or she is feeling.
• Create a distraction or diversion to re-focus the student’s attention.
• Redirect the student to an alternative activity.
• Remind them of the rules.
• Tell them what behaviour is expected.
• Model the desired behaviour yourself.
• Give positive reinforcement to students who are modelling desired behaviour.
• Refer to the student’s Individual Behaviour Support Plan.

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 area.
• Calm the student down by talking firmly but gently.
• 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 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 Principal). If a student, volunteer or visitor is injured, take them to the school office or call a senior first aid person.
• 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.
• Discuss any needs for medical/counselling assistance with the Principal and/or the Educational Psychologist.
• 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 Principal may use disciplinary action, including suspension and expulsion.

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

• be informed of the allegation and other relevant information
• be informed of the investigation and discipline process
• respond to the allegations
• know how to request a review of the decision.

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

• unprejudiced investigation and decision-making
• no bias by a decision-maker.

Discipline principles:

1. Students must follow the school rules and the directions of teachers and other people with authority delegated by the school.
2. Where a student disregards rules, disobeys instructions, causes or may cause harm to the school, staff members or other students, the student may be disciplined.
3. 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.
4. Where a matter will be investigated, students will be informed of the allegation and given an opportunity to respond to it.
5. The discipline varies according to the behaviour and the record of the student. 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.
6. The school prohibits the use of corporal punishment to discipline students. 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.
7. 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
   4. have a parent /guardian or advocate present when responding to the allegations and
   5. given a right of review of the appeal.
8. The student (and parent/s) will be advised that they can have the preliminary decision reviewed by applying to the Principal and submitting any information to be considered during the review process.
9. The School Principal and the Director of Services, in consultation with the Chief Executive, will make the final decision about suspension or expulsion.

References

FRM00021 School student behaviour incident report

FRM00018 Client incident form

FRM00019 Employee incident form

Royal Institute for Deaf and Blind Children Act, 1998

Privacy Act 1998

Anti-Discrimination Act 1977 (NSW)

NDIS Commission Regulated restrictive practices

National Standards for Disability Services

Version History