Responsible Behaviour Policy

2016 REC Responsible Behaviour Policy

Attendance Policy

2016 REC Attendance Policy

Yr 8-12 Deadline Policy

2018 REC Yr 8-12 Deadline Policy

Uniform Policy

REC Uniform Policy 


Inclement Weather Policy

Years P-7:

If the temperature is above 36 degrees on the BOM (Noarlunga) website prior to play periods, students will remain inside.

In the event of heavy rain, the rain bell will sound.  A ‘KOALA Day’ will be announced (Keep Off All Lawned Areas) and students can remain in their classrooms during break times. Keep Off All Lawned Areas

Years 8-12: 

Students are encouraged to seek  shelter outside under the undercover verandas etc.  The Library is also open during break times as are some classrooms.


SunSmart Policy (Primary)

Belief Statement:

Australia has one of the highest incidences of skin cancer in the world.

Nearly all skin cancer is the result of overexposure to the sun, with childhood and adolescent exposure being a major cause. While too much exposure to UV radiation will cause skin damage, too little can lead to vitamin D deficiency. Vitamin D is important for the development of healthy bones, muscles and teeth.

To ensure a healthy balance between UV exposure and UV protection, it is recommended that skin is protected when the UV level is 3 and above. For much of South Australia, this is from the beginning of September to the end of April and at any other time the UV reaches 3 and above. During the months of May–August sun protection is not needed on the days when the UV level is below 3.


General Principles:

The aims of the SunSmart policy are to:

  • Increase the school community’s awareness of skin cancer and the importance of skin protection
  • Increase the school community’s awareness of the importance of a healthy balance between UV exposure and UV protection
  • Encourage the use of a combination of sun protection strategies which will lower the risk of skin damage and skin cancer
  • Encourage children’s personal responsibility for and decision making about skin protection
  • Increase awareness of the need for environmental changes in our school to reduce the level of exposure to the sun.


Specific Guidelines:

Our school will ensure our staff and students use a combination of sun protection strategies everyday from 1 September – 30 April and at any other time when the UV level is 3 and above by:

  1. Considering UV radiation levels when planning any outdoor activities
  • Extra care is taken between 10 am and 3 pm when UV radiation levels are at their peak
  • Assemblies, fire drills, sports days and excursions are planned earlier in the morning or later in the afternoon, postponed or held at an indoor venue
  1. Using shade outdoors as much as possible
  • Ensure there is sufficient shade (trees and shelters) available in the school yard, particularly where children congregate (sandpit, canteen, play areas) and/or are involved in passive activities
  • Encourage children to use shaded areas as much as possible
  • Consider shade when planning any outdoor activity—excursions, sporting events…
  1. Including sun protective styles of clothing as part of our school uniform/dress code
  • Using closely woven fabrics
  • Shirts with collars and sleeves
  • Longer style shorts, skirts, dresses
  • Broad brimmed, bucket and/or legionnaire style of hat.
  1. Students and staff protect sun-exposed areas using SPF 30+ sunscreen – applied before coming to school and reapplied by students as required during the day when UV rating is 3 and above. Sunscreen to be provided by parents and kept in student’s own bag.
  1. Reinforcing the SunSmart message in all school activities
  • Skin cancer prevention education included in the curriculum across all year levels
  • SunSmart message reinforced at school assemblies, newsletters, permission notes, school website..
  1. Policy to be reviewed every 2 years.
  • To ensure policy and practices are up to date and relevant to our school community the sun protection policy will be reviewed and discussed at staff, SRC and school council meetings and changes made as necessary.


 Ratified: by Governing Council 11/8/14



Anti Bullying and Harassment Policy

Belief Statement:

At Reynella East College we believe that everyone has the right to be treated as a worthwhile person. It is the right of every student to have a safe secure learning environment, free from harassment. It is the right of every teacher to have a safe and secure teaching environment, free from harassment. It is the responsibility of all those who are part of the school community (parents, staff and students) to establish this safe and secure environment.


Statement of the General Principles:

  • Harassment and bullying includes all verbal, cyber, physical and mental harassment.
  • All staff have the responsibility to follow up all witnessed and reported harassment or bullying.
  • Each year, the South Coast Police deliver specific sessions on Cyber Safety and the Youth Justice System during English lessons to year 8 and 9 students.
  • As well as the above named session, police deliver further sessions on Save a Mate, Safe Partying and Sexual Assault to year 10 students during PLP lessons.
  • Youth Workers and Pastoral Care Workers assist with the monitoring and response to all harassment and bullying.
  • The Harassment and Bullying Policy and procedures are published in the school diary.


Specific Guidelines:

  1. Students who are harassed or bullied report the incident to firstly their teacher or the Counsellor
  2. If no action appears to be taken, the student reports the incident to a Coordinator or member of the Administration Team
  3. All harassment incidents are recorded in the behaviour management sections of the student record on EDSAS.
  4. On the second warning a formal letter is sent to parents to notify them of harassment.
  5. A third warning will result in suspension.


Review mechanisms:

Each year the Administration Team reviews the policy and procedures with the coordinators, counsellors and student leaders to ensure the school is responding to current forms of harassment.


Types of Harassment may include:


  • Ignoring
  • Staring
  • Obscene gestures
  • Ganging up and excluding someone from a group
  • Stalking
  • Damaging possessions of others
  • Ruining friendships purposefully


  • Throwing things
  • Hitting or getting others to hit
  • Spitting
  • Unwanted sexual contact
  • Using weapons
  • Stealing or hiding others’ belongings

Verbal or Written

  • Name calling
  • Put down jokes and comments
  • Unfair criticism & rumor spreading
  • Unwanted Sexual comments
  • Racially derogatory language
  • Message passing (including using electronic media, e.g. Txt, E-mail, Chat rooms, etc.)
  • Pranking (harassing texts/messages from anonymous senders)
  • Facebook harassment/threats
  • Posting compromising photographs or pictures of students (or additional disparaging comments) without their permission

Student’s involvement can be:

  1. Physical or Non Physical
  2. Direct personal involvement in the harassment or
  3. Being present when harassment by other people is taking place (bystanders).



Parent Concerns and Complaints

Raising a Complaint with DECD brochure

Statement of the General Principles:

  • The safety and educational wellbeing of children and young people is our first priority.
  • Students, parents, staff and volunteers have the right to be treated with respect and courtesy.
  • Parents have the right to raise concerns and complaints about their school and be supported to do so through the grievance procedure.
  • Wherever possible, complaints should be resolved at the school level.
  • Complaints will be considered in a confidential, timely and impartial manner in accordance with due process and the principles of natural justice.
  • The rights and responsibilities of all parties will be considered and balanced in finding a mutually acceptable outcome to complaints.
  • Complaints are monitored and their management evaluated so as to inform and drive improvement.


Specific Guidelines:

1.  Teachers

Parents are, in the first instance, to raise any concerns or complaints in relation to their child’s education with their child’s teacher.

It is expected that teachers will:

  • make a time available as soon as reasonably possible (ie, within five working days), to discuss with the parent (face-to-face, by phone or email) their complaint.
  • listen to the parent.
  • consider relevant legislation, departmental policy and guidelines and school/preschool procedures and/or seek advice/support.
  • identify and discuss with the parent possible courses of action that could be taken to resolve their complaint and the timeframe within which this will occur.
  • follow up with the parent(s) after a reasonable period of time has elapsed for any changes to take affect to ensure that the parent is satisfied with the outcome(s).
  • if appropriate (depending on the nature of the concern or complaint), keep a written record of the complaint, its progress and outcomes.
  • If appropriate, refer the complaint to an appropriate member of the school’s leadership team or to the DECD and ARD office/parent complaint unit.


2.  School Leaders:

It is expected that a leadership team member will:

  • wherever possible, make every reasonable effort to resolve parent concerns or complaints at the school in a timely and effective manner.
  • ensure all staff understand the school’s complaint policy and procedures and have access to appropriate training.
  • ensure that when parents lodge a complaint they are made aware of the relevant policies and procedures for responding to complaints, the dedicated parent support free call number and their right to a support person.
  • acknowledge receipt of a written parent complaint in writing as soon as reasonably possible (ie, within five working days).
  • advise all relevant parties of the complaint after considering matters of confidentiality.
  • determine if support needs to be provided to the parent or staff member involved while the complaint is considered.
  • consider relevant legislation, departmental policy and guidelines and school procedures.
  • seek advice and support, as required, from DECD.
  • assess the complaint and its management to date. “Can the complaint be resolved effectively at the local level or does the complaint need to be referred to the regional director?”
  • investigate, consider and determine the most appropriate action to be taken to resolve the complaint in a fair and reasonable manner, including negotiation between the parties and whether the parent complaints unit’s mediation services are required
  • document the complaint process and outcome
  • communicate the outcome to all the parties involved verbally, and if appropriate, in writing (ie, within 15 working days of receipt of the complaint)
  • advise the parent of their right to refer the matter to the regional office if they are dissatisfied with the outcome, and then to the Parent Complaint Unit if necessary
  • recommend to the regional director any system improvements at a broader level that would reduce the likelihood of similar complaints.

If the principal/director is unable to resolve the complaint to the satisfaction of the parent then the formal complaint management process is to be utilised. The principal/director is to forward all relevant information recorded by the school, in relation to the complaint, to the regional office for action.


Deadline Policy : Years 8-12

Staff Responsibilities and Information


  1. The College has adopted the following SACE Board policy statement for all year levels.
  • The grounds for extension are to be determined by the school and will naturally represent a balance between compassion to an individual and fairness to the whole group of students involved.
  • Work handed in by the due date should then be graded at face value for summative purposes.
  1. Staff will make deadlines clear to students. Stress the expectations the school has of students who are absent on a day when an assignment is due. Notify parents/caregivers of students not submitting summative tasks. Notices of Concern will be sent home (Senior School).
  1. When students are absent on the day assignments are handed out, staff should make every attempt to inform students of the work required and the deadline by placing details on SEQTA.
  1. Provide students with a clear indication about the nature of assessment tasks in a Learning and Assessment Plan which should be placed on SEQTA. Notify students of any changes to assessment plans. Stage 1 & 2 assessment plans should meet SACE requirements.
  1. SACE students must negotiate an extension to a due date. A note from a parent is usually required. Teachers of Year 8-10 subjects will negotiate extensions with students as appropriate (short-term absences will rarely be grounds for an extension on a long term assignment). At all year levels, when tasks are scheduled for completion over a long period, it is expected teachers will provide check points to monitor progress and hence avoid a deadline problem. These review points have the added benefit of maintaining a check on the authenticity of the work being done.
  1. Stage 2 Summative assessment tasks will in most cases have a draft due date at least 1 week before a deadline. If a draft deadline is breached a notice of concern will be sent home by the subject teacher
  1. All Stage 2 Summative assessment tasks will have a strict deadline outlined at the beginning of the year. Teachers moving a deadline will need to inform all students and parents. Parents of students missing a deadline will be informed as soon as possible. Notices of Missed Deadline will be sent home (Senior School).
  1. Students who miss a deadline will lose all privileges (must be in Senior Study during study periods) until the missed assignment is handed in. If the missed assignment is not handed in within the time the student has had 3 study periods, the student will be withdrawn from the subject until parents have met with the school.


Student Responsibilities and Information

(Year 8 students have Term 1 to adjust)

  1. Keep assessment plans for each subject with their work for the subject. Make adjustments to the plan if they occur.
  1. Record deadlines in Student Planner. Students absent on the date that a piece of work is due must make other arrangements for the work to be delivered to the school with the student being responsible for its safe delivery. One of the following options is required:
  • Parent/Caregiver to bring work to school and leave at Student Services
  • send work to school with another student
  • phone subject teacher to make alternative arrangements
  • email work to the school (student must be able to provide conformation of email)
  • communicate with the teacher in regard to the method of submission used (student must be able to provide conformation if email)
  • post a hard copy to school postmarked on the due date.
  1. Make every attempt to find out what assignment deadlines have been set during any absence by checking SEQTA and / or with the teacher. If SACE students are absent for significant periods of time an application for special provisions is recommended. See Senior School Assistant Principal for further details. Parents/caregivers of students not submitting SUMMATIVE tasks will be notified.
  1. Stage1 & 2 students missing a deadline must attend Senior Study in all study periods until the assignment has been completed and handed in. If the student has not completed the missed assignment within 3 study periods, the student will attend a case conference with their parents and the school.
  1. At all year levels where students have reason to believe they will not be able to meet a deadline, it is their responsibility to negotiate with the subject teacher as soon as they recognise they will have difficulty. This must always occur prior to the set deadline. Short-term absences will rarely be grounds for an extension on a long-term assignment.


The schools complaints policy will be reviewed annually to ensure that it consistent with the site and the department’s Parental concerns and complaints policy.