Guideline/Procedure
Guideline/Procedure no:
Approval date:
TBA
SAC, 25/11/2013
Previous review dates:
2012
Next review date:
2018
Author:
AEDs – School Development (with grateful acknowledgement of
Brisbane Catholic Education source material)
Student management –
detention, suspension,
exclusion.
Purpose
The CES Policy on the suspension and exclusion of students sees these outcomes as a last resort and only
imposed after a wide range of options has already been explored, consistent with the inclusive values of
Catholic education.
When preventative behaviour management processes have not been successful, or in isolated incidents of
serious misconduct, the formal sanctions available to schools are:
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Detention
Suspension
Exclusion
These guidelines provide advice on their application.
Application
These guidelines specify certain processes, which must be followed in each case of formal sanctions. They are
intended to achieve the following objectives:
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to protect the rights of the students, staff and learning community;
to help find ways to negotiate with the student a plan for change to acceptable patterns of behaviour;
to keep the parents of the student informed and seek to engage them in the negotiations to secure a
change to acceptable patterns of behaviour by the student;
to safeguard the right of teachers to be able to teach without unacceptable disruption;
to reflect the school’s duty of care to provide safe learning environments;
to safeguard the right of other students to learn without unacceptable disruption;
to ensure that sufficient and suitable documentation of disciplinary action is made and kept;
to indicate sources of assistance for schools;
to adhere to legislative provisions about authority to act and about accountability and review;
to provide the school and its community with an explicit statement of disciplinary sanctions and
procedures; and
to ensure Catholic Education Services and its schools meet legislative obligations.
The processes associated with formal sanctions assume that:
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students, parents and teachers have been fully informed as to the school's policies, rules and regulations;
teachers are fully conversant with the school's process for formal sanctions;
parents have been informed that a problem exists as soon as it is identified;
adequate support from the pastoral team of the school and appropriate support services have been used
over time.
These procedures apply to the behaviour of students at school, on the way to and from school and while away
from the school site on school endorsed activities. They can also apply outside of school hours and off school
premises where there is a clear and close connection between the school and the conduct of students. This
includes the use by a student of social networking sites, mobile phones and/or other technology to threaten,
bully or harass another student or staff member .
Guideline or Procedure
Actions are to be taken in a context of pastoral care
Rules and sanctions within discipline policies should clearly recognise pastoral care as the distinctive feature
from which the ethos of the school emerges. From this orientation it follows that rules and sanctions will have
design characteristics which:
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are cooperatively formulated, positive in orientation and purposeful;
are just and reasonable and convey a sense of forgiveness;
encompass a range of options that are related to the misdemeanour;
are supportable and enforceable;
contribute to the development of justice in the school;
foster responsibility for actions;
contribute actively to changing and healing destructive behaviours and breaches of order.
An authentically pastoral formulation of rules and sanctions also will take into consideration:
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the age and stage of development of students;
the capacity of students to understand what is required of them, and why;
the particular circumstances of life the student is currently experiencing;
the need for the adequate supervision of students;
the implications of various policy options for the physical and psychological welfare of students;
the implications of various policy options for the legal rights and responsibilities of teachers;
duty of care to the student, staff and other students;
the degree and extent to which parents have been informed of student progress.
Procedural Fairness in Student Support Processes
School leaders must be mindful of the principles of procedural fairness when applying the student support
policy and procedures. Procedural fairness is generally recognised as having two essential elements. These are:
 the right to be heard, and
 the right of a person to a fair and impartial decision.
Grounds for suspension and exclusionThe grounds for suspension and exclusion are:
 disobedience by the student
 misconduct of the student
 other conduct of the student that is prejudicial to the good order and management of the school.
Exclusion is considered if the student’s disobedience, misconduct or other conduct is so serious that
suspension of the student from the school is inadequate to deal with the behaviour.
A note on discrimination
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School leaders will be aware of moral and legal obligations to ensure no student is discriminated against in the
application of these guidelines. Consideration must be given to the requirements of the Commonwealth
Disability Discrimination Act 1992, the Disability Standards for Education 2005 (Qld) and the Queensland AntiDiscrimination Act 1991.
The grounds on which a school cannot discriminate against a student are outlined in s7 of the Anti
Discrimination Act 1991.These include race, sex, impairment and age. This section should be read in
conjunction with the “area of activity” context for education in ss37-44 of the Act. School leaders should also
be aware this legislation covers both direct and indirect discrimination (ss 9-11).
School leaders must be satisfied that the considerations involving a student leading to the application of the
guidelines, and the process by which these guidelines are applied, are not discriminatory against the student
or their family. Just as the legislation requires that reasonable adjustments are provided to support students
with a disability to access and participate in education, so also should reasonable adjustments be made in the
application of these guidelines to ensure the particular circumstances of each student and their family are fairly
addressed.
This could include consideration of interpreter services for students and parents where communication
difficulties arise, consideration of cultural issues, and the consideration of intellectual capacity where this may
affect an understanding of what is occurring. A support person for the student/family, acceptable to both the
parents and school leadership, is often a reasonable means of addressing these issues.
Detention
The Principal of a school, if satisfied that a student has behaved in an unacceptable manner, may impose a
detention on that student. This authority may also be delegated to teaching staff.
The use of detention as a method of managing student behaviour shall be at the discretion of each school. In
the event a school employs this method of discipline, it must do so ensuring the following:
 it is the most appropriate method of discipline;
 that the detention itself is age appropriate and that the student is adequately supervised for the entire
period of detention (what is adequate will depend on the student’s age, stage of development, and any
special needs);
 the student’s safety and welfare needs are being addressed. The student is given access to food, access to
drink facilities and access to toileting facilities;
 whereit is intended to detain the student after normal school hours, adequate notification is given to the
parents / care givers of the student, and the school is informed of the arrangements in place for the
students travel from school to home.
Detention Definition
A ‘detention’ is any relatively short period when a student is:
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required to remain at school, or in a particular classroom, in student’s ‘non-class’ time (recess, lunchtime,
recreation time, after school); or
withdrawn from normal classes, or from a particular class or activity, pending negotiated conditions for
re-entry (time-out).
This is an appropriate level of response for much irresponsible classroom behaviour. It signals to a student that
irresponsible behaviour, which breaks class rules or school rules, will be met with an immediate consequence.
Detention Purpose
While the word ‘detention’ is used, the form of detention that is used in schools is not related to formal
detention centres / systems. The opportunity exists during a detention to use that time to repair relationships,
use restorative practices, make plans for appropriate behaviour, and rehearse alternative behaviours. The
processes associated with detention may be couched within philosophical tenets such as the ‘Responsible
Thinking Process’ so that they have a ‘consequential’ rather than punitive nature. A detention should be
constructive and age appropriate. It can signal to a student that their inappropriate behaviour will be met with
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an immediate consequence. Detentions can be a deterrent to problem behaviour. A student could be delayed
from enjoying pleasant recreational activities (recess, lunchtime, recreation time or after school) or from
participating in normal classes (time out or time in).
Detention Guidelines
A member of staff must supervise detentions. Where students are detained at school before or after school
hours, it is necessary to notify parents. If detention will jeopardise a student's safe transport home, it is
appropriate to postpone the detention until alternative arrangements can be negotiated with the student's
parents. The guidelines for detentions should be made explicit in school policy. Where detention involves outof-class time, the following should be noted:
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detention should be one stage in an explicit discipline plan involving fair warning systems that all students
and their parents understand.
the detention place or room should be comfortable and appropriate to the activity planned. It should not
be so public that it calls attention to the student.
a detention room should not be regarded as a punitive environment
the student should be readily observable and supervised by a member of the teaching staff or school
leadership team.
the student should understand that return to class is contingent on a negotiated agreement to behave in
an appropriate way.
time-out will not be effective if the student does not want to return to class or views time-out as an escape
from an undesirable situation. The purpose may also be to relieve the teacher and other students.
interaction between a student and the supervising teacher should be emotionally neutral: the aim should
be for the student to devise a plan that negotiates readmission to class.
Suspension
The Principal of a Catholic School in the Diocese of Cairns, if satisfied that a student has behaved in an
unacceptable manner, or whose attendance the Principal believes poses an unacceptable risk to members of
the school community, may suspend full-time or part-time a student from that school for a period up to 10
school days or part thereof. A suspension can take place in school or out of school.
If the Principal is absent from the school, the acting Principal has the authority to suspend. The Principal may
delegate this authority to members of the school’s leadership team such as DP, APA or APRE.
Suspension Definition
Suspension is the temporary, full-time or part-time withdrawal of a student's right to attend school for a
defined period of time.
Any single suspension cannot exceed 10 school days without being referred to the Executive Director, Catholic
Education Services for possible extension. This may include situations where a Queensland Police investigation
is yet to be finalised, or when exclusion is under consideration and additional time is needed to ensure
procedural fairness. Indefinite suspension or 'rolling suspension', where the student is continually resuspended for the maximum period, should not occur. Suspension can be part-time, in which event the student
is not permitted to attend school for certain times of the day or of the school week. Part-time suspension
should not exceed more than 10 school days.
By mutually agreeable arrangements, a student’s enrolment may be suspended whilst the student attends an
alternative education programme.
A decision to suspend a student cannot be appealed.
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Suspension Purpose
Suspension is imposed as a disciplinary measure to:
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signal that the student's present behaviour is not acceptable and cannot be managed within the school;
allow a cooling-off period and time to coordinate school and/or Catholic Education Services’ resources and
set in motion a plan for assisting the student to demonstrate appropriate behaviour;
establish a negotiation process for the student's re-entry to the school, based on the student's achieving
some explicit goals related to improved behaviour;
ensure that the student's parents are aware of the seriousness of the student's unacceptable behaviour
and are involved in the process of negotiation for re-entry; and
protect the right of staff to work in a safe and professional environment and the right of other students to
learn without being unduly disrupted or put at risk.
Suspension should be seen as part of a plan to change the behaviour of a particular student. It should be used
in the context of a school discipline policy that takes a supportive, problem-solving stance rather than a
punitive one.
A school is not obliged to provide a student with schoolwork during suspension. However, it is recommended
that Principals provide such work if they consider it appropriate to do so. For longer periods of suspension (for
example more than 3-4 days) it is expected that schools would provide a program to be undertaken at home.
Parents have responsibility for their children while they are under suspension. Parents need to know that their
child may not attend school and that they have a responsibility to provide appropriate supervision. In a
situation where parents refuse to accept responsibility for their child during suspension (by, for example,
continuing to send the child to school) Principals should inform the AED - School Development, who may
approve an alternative intervention.
Principals should not suspend students as a penalty for their poor attendance.
In some circumstances the Principal may determine that a student should be suspended immediately. This will
usually be due to reasons such as the safety of students or staff because of violence, threats of violence, or the
presence of weapons or illegal drugs. Principals may suspend immediately under these procedures, any
student whose behaviour includes the following:
a)
Possession of alcohol or a suspected illegal drug – Catholic Education Services firmly believes that schools
must be places which are free of illegal drugs. Suspension may occur immediately if the substance is being
represented by the student as an illegal drug, or alcohol, or is confirmed as illegal.
b) Violence or threat of physical violence - Any student intentionally causing injury or threatening physical
violence against another student or teacher can be suspended immediately. This matter might also be
reportable under Student Protection guidelines.
c) Possession of a prohibited weapon - Any student possessing a prohibited weapon, or using or threatening
to use any item or instrument as a weapon, may be suspended immediately. The matter must be reported
to the police. (Refer to Queensland Weapons Act 1990)
The steps involved in a Suspension Decision (see below) will be followed for an immediate suspension, when
safe and practical to do so. In particular it is important for the student and his/her carers to understand the
grounds for suspension and to be given an opportunity to respond.
Suspension Procedure
The processes associated with suspension are often subjected to close scrutiny. It is important therefore that
all processes be carried out in a way that conforms to these guidelines, with accuracy and attention to all
aspects of the process.
Suspension Decision
1. The Principal should inform the student of the grounds on which suspension is being considered. The
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student should be given the opportunity to respond.
The Principal must take reasonable steps* to inform the student’s carers of the grounds on which
suspension is being considered. The carers should be given opportunity to respond.
The student and carers’ response should be considered before a decision to suspend is made.
Where appropriate, the AED - School Development will be advised of the decision to suspend by the
Principal.
When relevant and appropriate, the Parish Priest may also need to be advised by the Principal.
The decision to suspend must be taken by the Principal or authorised delegate.
The process should be documented and kept on file, including the filing of responses from the student and
his/her carers.
*The process should ensure that a reasonable effort is made to communicate with the student’s carers over a
period of time utilising a variety of means (letter, email, phone call, personal call etc). However a lack of
response to this communication by the carer should not preclude determination of the matter where it might
be reasonably concluded the parent is deliberately avoiding contact with the school.
Suspension Notification to Parents
1. A student will not be sent out of school before the end of the school day without notification being made
to a parent / care givers and, if necessary, agreement reached about arrangements for the collection of
the student from school.
2. Notification of suspension must be made to parents or caregivers in writing. An oral communication, even
face-to-face, is not sufficient in itself. The letter must be delivered by some safe method; the onus of proof
of the delivery rests with the Principal. (The use of a student messenger is not considered to be a reliable
way of forwarding the letter) It is often useful to telephone the parents and to follow up the phone call
with a letter. Under no circumstances should there be ‘informal’ suspensions where the parents are simply
requested to take their child home, but no documentation is placed on file.
3. In all cases, the notification must:
 indicate the reasons for the suspension;
 advise the length of the suspension and the expected return date;
 outline the responsibility of parents for the care and safety of the student who is under suspension
and the clear expectation that the student will continue with studies while suspended;
 request a parental conference at the school (the school’s discipline policy should make it clear that
suspension is a serious matter and that a parental conference is a normal part of the procedure for
suspension and readmission, and that it is expected parents will attend).
4. Parents and caregivers should be referred to the school’s published student support/behaviour
management policy.
Suspension Re-entry
As part of the re-entry process, the Principal or authorised delegate should convene a meeting with the
student and the carers / parent(s) to discuss reintegration into the school. The aims of the parental conference
are to:
 ensure that the parents understand the seriousness of the student’s inappropriate behaviour and the
need for disciplinary action;
 encourage a mutually supportive position between the school and the student’s parents for the action
that the school is taking; and
 devise a mutually acceptable plan and conditions for the student’s re-entry to school.
Usually the re-entry conferences will take place in the school and will be mediated by the Principal. Sometimes,
in instances where there has been a problematic relationship between a parent and the school, the Principal
may find it worthwhile to call upon a third person such as the AED - School Development, a peer Principal, or
external party to mediate the conference. The Principal may seek the advice of other staff or agencies, as
appropriate.
If, despite the school’s requests, parents or caregivers are unable or unwilling to attend a re-entry meeting, the
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Principal should refer the matter to the AED - School Development. Alternative steps may need to be taken to
facilitate the student’s return to school or the AED - School Development, in consultation with the Executive
Director, Catholic Education Services may consider commencing proceedings for exclusion.
Exclusion from a school in the Diocese of Cairns
In extreme circumstances, a Principal may make a submission to the AED School Development recommending
the exclusion of a student from a school. A Principal may not exclude a student on his or her own authority. A
decision to exclude from a school in the Diocese of Cairns can only be made by the Executive Director, Catholic
Education Services (or delegate in cases of absence) on recommendation from the Principal through the AED School Development. In cases where consideration is being given to recommending an exclusion from a school,
the gravity of the circumstances requires that particular emphasis be given to all aspects of procedural fairness.
An Exclusion Checklist is provided (Attachment 1) to guide schools and CES through this process.
Exclusion Definition
Exclusion is the full-time withdrawal of a student's right to attend a particular school, on the authority of the
Executive Director, Catholic Education Services. Exclusion from one school does not prohibit the enrolment of
the student in another Catholic school in the Diocese of Cairns unless the student has been specifically
prohibited by the Executive Director, Catholic Education Services from attending any Catholic school in the
Diocese of Cairns. Exclusions may be appealed.
Exclusion Purpose
The purpose of exclusion is to:
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signal that the student's behaviour is unacceptable in a particular school because it seriously interferes
with the long-term safety and wellbeing of other students and staff;
remove the student from an environment in which severely unacceptable behaviour patterns have
become entrenched;
provide the student with an opportunity for a fresh start in another school, which may prove to be better
suited to the student's rehabilitation needs; and
Give an opportunity for respite and relief to a school that has done everything in its power to support the
student.
Exclusion Procedure
Exclusion should never be portrayed as an automatic consequence of a particular breach of school discipline.
Whether it is invoked will depend upon the judgment of the Executive Director, Catholic Education Services,
whose decision will be based upon the evidence available and the particular situation and circumstances of
each case.
The decision to proceed with an exclusion process is to be made by the Principal. If the Principal believes he or
she may be biased in managing the process, or may be reasonably believed to be biased, the Principal should
discuss an alternative process manager with the AED – School Development. The alternative process manager
might be another member of the school leadership team or a CES staff member.
Parents have responsibility for their children following exclusion. Parents need to know that their child may not
attend school and that they have a responsibility to provide appropriate care and safety. In a situation where
parents refuse to accept responsibility for their child who has been excluded (by, for example, continuing to
send the child to school) Principals should inform the AED - School Development who may organise
appropriate intervention.
In determining whether to consider the exclusion process, the Principal will:
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1. Be satisfied that the school has considered its duties and obligations for pastoral care and has taken
into account the particular circumstances of the student and their carers including aspects of disability
or difference and other possible grounds for discrimination.
2. Consult the AED - School Development (ongoing throughout process).
3. Consult the Parish Priest (ongoing if required)
4. Request a meeting with the student's parents to discuss the seriousness of the matter, the process to
be undertaken, and the reasons for considering exclusion. At this meeting the parents will be given a
copy of this guideline/procedure and be informed of their options which might include withdrawing
their child’s enrolment.
5. Carefully reflect on all the circumstances and determine whether to proceed with the exclusion
process. If the Principal decides against proceeding there will be further consideration of other
behaviour management options. If the decision is made to proceed the Principal will continue the
exclusion consideration process below.
6. Place the student on suspension for 10 school days (or more if required for procedural fairness)
pending the outcome of the decision-making process. This action should be taken irrespective of any
action by another agency, including the Queensland Police Service. In most circumstances the school
will provide the student with a schoolwork programme to be undertaken at home during this
suspension, although this will not be appropriate in some instances.
7. Notify the student and the parents or caregivers
 that the initial period of suspension will be for 10 days, but that exclusion from the school
is being considered,
 giving reasons for the possible action including a copy of all the documentation on which
the recommendation to exclude is based (taking account of the need to protect the
anonymity and privacy of possible complainants and / or witnesses), and
 allowing seven school days for the student, parents or caregivers to respond.
8. Consider any response from the student and parents or care givers before proceeding further.
9. Provide the parents or caregivers with information on the implications of this action, the options
available to them, their rights to an appeal, and the appropriate procedures for submitting an appeal.
If at this stage the Principal is no longer considering exclusion, this stage provides an
opportunity to discuss behaviour management options and possible additional conditions of
enrolment.
10. Ensure full documentation, including that for earlier suspension and disciplinary processes and the
student’s record at the school, is maintained by the school and available for review by the AED –
School Development at Catholic Education Services.
If, at the completion of this process, the Principal believes, following further reflection, that the student should
be excluded, this recommendation should be forwarded to the AED-School Development together with all
supporting documentation.
NOTE: If at any stage in this process the parents/carers determine they do not wish to proceed with the
exclusion process and withdraw their child, thus terminating their enrolment at the school, the matter is
closed.
The AED – School Development will:
1. Review the process and all documentation to confirm the recommendation is consistent with the
exclusion policy and that the process has been applied according to the procedure/guidelines, with
particular emphasis on the principles of procedural fairness.
2. Consult the Principal.
3. Consult the Parish Priest, if appropriate (in the case of a Parish school and/or in situations where
additional advice might be helpful)
4. Arrange a meeting with the student and his/her family, if considered necessary.
5. Prepare a report for the Executive Director advising whether to endorse the recommendation for
exclusion.
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The Executive Director will:
1. Receive and review the report, and seek further advice from the AED-School Development and
Principal, as appropriate.
2. Form an opinion on a likely decision.
3. Advise the Vicar and/or Bishop and seek their counsel.
4. Carefully reflect on all matters and make a decision.
5. Communicate that decision to the Principal and the family through the AED-School Development.
The AED – School Development will:
1. Advise the Principal and the family of the decision, initially verbally by telephone and then followed by
written confirmation.
2. Discuss with the Principal and the family the options and alternative courses of action that might be
available. If the recommendation has not been accepted the options may include revised conditions of
enrolment for the student and an agreed program of rehabilitation. If the recommendation is endorsed
the options might include advice on the right of appeal and assistance in enrolling in another school.
The Executive Director, Catholic Education Services may:
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refuse the application for exclusion and direct that the student re-enter the school after a period of
suspension;
accept the recommendation for exclusion and direct that the student be enrolled in another school after a
period of suspension (this will involve consultation with the new school);
consider provisional enrolment for a period of time at the existing school or a new school, with conditions
appropriate to the student’s circumstances;
refuse the recommendation for exclusion and direct that the Principal organise a flexible educational
program for the student;
make a recommendation for prohibition from the Catholic Education system in the Diocese of Cairns.
A Principal should not refuse admission to a student of compulsory school age on the grounds that the student
has been excluded from another school. Where a student has been excluded from another school however,
enrolment conditions may be negotiated.
In cases where consideration is being given to recommending an exclusion from all schools in the Diocese of
Cairns, the same processes apply but the additional gravity of the circumstances requires that particular
emphasis be given to all aspects of procedural fairness and a proven variety of intervention and support
strategies over time.
Appeal Process – Suspension .
There is no appeal process for student suspensions.
Appeal Process - Exclusion
In an appeal against exclusion or cancellation of enrolment the Executive Director, Catholic Education Services
will appoint a suitable person or persons to review the decision of the Executive Director, Catholic Education
Services. He / she/they will:
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deal with the appeal within four school weeks of its lodgement;
ensure that communication lines are maintained with the person or persons making the appeal, and that
they are kept aware of the progress of the appeal;
review all relevant material;
ensure that appropriate material has been made available to the student and his or her parents or
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caregivers;
advise all the parties in writing of the outcome of the appeal and the specific reasons for reaching the
decision.
Where an appeal against exclusion is upheld, the Executive Director, Catholic Education Services will decide
what further action is to be taken, in consultation with the Principal, AED – School Development and
parents/caregivers. This will include consideration of a student’s re-enrolment and appropriate conditions for
re-enrolment.
Enquiries
AED – School Development, CES
Reflection
See also
Education (General Provisions) Act 2006 (Qld)
Education (General Provisions) Regulation 2006 (Qld)
Disability Discrimination Act 1992 (Qld)
Anti-Discrimination Act 1991 (Qld)
Child Protection Act 1999 (Qld)
Commission for Children and Young People and Child Guardian Act 2000 (Qld)
Freedom of Information Act 1992 (Qld)
Criminal Code Act 1899 (Qld)
Weapons Act 1990 (Qld).
http://www.legislation.qld.gov.au/legisltn/current/w/weaponsa90.pdf
(Refer to s51 for possession of knife in a public place or school).
See also (Related Policies and Guidelines)
Policy – Enrolment of students in a Catholic school
Policy - Student Management – Suspension and Exclusion
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Attachment 1
EXCLUSION CHECKLIST
TASK
COMPLETED/COMMENTS
The incident occurs and normal school protocol is
followed in accordance with:
o School Behaviour Management Plan;
o Inclusive values of Catholic Education;
o Principles of natural justice and
procedural fairness.
☐ Date
☐File note
THE PRINCIPAL WILL:
Be satisfied that the school has considered its duties
and obligations for pastoral care and has taken into
account the particular circumstances of the student
and their carers including aspects of disability or
difference and other possible grounds for
discrimination.
Consult the AED - School Development (ongoing
throughout process).
Consult the Parish Priest (ongoing if required)
Request a meeting with the student's parents to
discuss the seriousness of the matter, the process to
be undertaken, and the reasons for considering
exclusion. At this meeting the parents will be given a
copy of this guideline/procedure and be informed of
their options which might include withdrawing their
child’s enrolment.
Carefully reflect on all the circumstances and
determine whether to proceed with the exclusion
process. If the Principal decides against proceeding
there will be further consideration of other behaviour
management options. If the decision is made to
proceed the Principal will continue the exclusion
consideration process below.
Place the student on suspension for 10 school days
(or more if required for procedural fairness) pending
the outcome of the decision-making process. This
action should be taken irrespective of any action by
another agency, including the Queensland Police
Service. In most circumstances the school will provide the
☐ Date
☐ File note
☐ Date:
☐ File note
☐Date:
☐ File note
☐ Date
☐ File note
☐ Date
☐ File note
☐ Date
☐ File note
student with a schoolwork programme to be undertaken
at home during this suspension, although this will not be
appropriate in some instances.
Notify the student and the parents or caregivers
 that the initial period of suspension will be
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☐ Date
Page 11 of 14
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for 10 days, but that exclusion from the
school is being considered,
giving reasons for the possible action
including a copy of all the documentation
on which the recommendation to exclude
is based (taking account of the need to
protect the anonymity and privacy of
possible complainants and / or witnesses),
and
allowing seven school days for the
student, parents or caregivers to respond.
Consider any response from the student and parents
or care givers before proceeding further.
Provide the parents or caregivers with information on
the implications of this action, the options available
to them, their rights to an appeal, and the
appropriate procedures for submitting an appeal.
If at this stage the Principal is no longer considering
exclusion, this stage provides an opportunity to
discuss behaviour management options and possible
additional conditions of enrolment.
If, at the completion of this process, the Principal
believes, following further reflection, that the student
should be excluded, this recommendation should be
forwarded to the AED-School Development together
with all supporting documentation. This should
include:
o All file notes
o Incident/behaviours that caused
concern;
o Previous incident, concerns,
o Support and intervention strategies
provided to student;
o Student record (academic, pastoral,
behavioural, specialist support;
o Applicable college policies/procedures
including Behaviour Management Plan
;
o Accessibility of above documents
parents/carers;
o Other relevant information to support
a proposed exclusion;
o Interview record of meeting with
parents and any written responses
from parents to the show cause letter.
☐ File note
☐ Date
☐File note
☐ Date
☐ File note
☐ Date:
THE MATTER IS NOW IN THE HANDS OF THE ASSISTANT EXECUTIVE DIRECTOR
– SCHOOL DEVELOPMENT
ANY FURTHER CONTACT WITH THE PARENTS/CARERS WILL BE THROUGH THE
Suspension and Exclusion of Students Guidelines
Page 12 of 14
ASSISTANT EXECUTIVE DIRECTOR – SCHOOL DEVELOPMENT
NOTE:
Should the parents/carers determine they do not wish to proceed with the exclusion
process and withdraw their child, thus terminating their enrolment at the school, the
matter is closed. All documentation associated with the matter is to be filed at the school
in accordance with normal protocols. Copies of all documentation is to be forwarded to
Employee Services for filing.
THE ASSISTANT EXECUTIVE DIRECTOR – SCHOOL DEVELOPMENT WILL:
Review the process and all documentation to confirm
the recommendation is consistent with the exclusion
policy and that the process has been applied
according to the procedure/guidelines, with
particular emphasis on the principles of procedural
fairness.
☐ Date
Consult the Principal.
☐ Date
☐File note
☐File note
Consult the Parish Priest, if appropriate. (in the case of
a Parish school and/or in situations where additional
advice might be helpful)
Arrange a meeting with the student and his/her
family, if considered necessary.
Prepare a report for the Executive Director advising
whether to endorse the recommendation for
exclusion.
☐ Date
☐File note
☐ Date
☐File note
☐ Date
THE EXECUTIVE DIRECTOR WILL:
Receive and review the report, and seek further
advice from the AED-School Development and
Principal, as appropriate.
Form an opinion on a likely decision.
Advise the Vicar and/or Bishop and seek their
counsel.
Carefully reflect on all matters and make a decision.
Communicate that decision to the Principal and the
family through the AED-School Development.
☐ Date
☐File note:
☐ Date
☐File note
☐ Date
☐File note
☐ Date
☐File note
☐ Date
THE ASSISTANT EXECUTIVE DIRECTOR – SCHOOL DEVELOPMENT WILL:
Advise the Principal and the family of the decision,
Suspension and Exclusion of Students Guidelines
☐ Date
Page 13 of 14
initially verbally by telephone and then followed by
written confirmation.
Discuss with the Principal and the family the options
and alternative courses of action that might be
available. If the recommendation has not been
accepted the options may include revised conditions
of enrolment for the student and an agreed program
of rehabilitation. If the recommendation is endorsed
the options might include advice on the right of
appeal and assistance in enrolling in another school.
Suspension and Exclusion of Students Guidelines
☐File note
☐ Date
☐File note
Page 14 of 14