Policies - Class Placement

RATIONALE

Individual class placements can have significant effects on a student’s attainments and must be based on professional judgments about the student’s educational needs, circumstances and interests.  Whilst the individual is always to be considered this cannot dictate or be seen to over-ride what is in the best educational interests of the majority of students.

PURPOSE

Classes are to be formed in such a way as to best meet the educational needs of the students within the constraints of Department policy, industrial agreements, the resources provided and consistent with the Values and Principles of the Curriculum Framework.

GUIDELINES

  • The Executive Team establishes structure options for the following year based upon anticipated enrolments, historical data, school priorities and the need for flexibility. (Early October)
  • The Principal consults with stakeholders on staff and a decision is made consistent with the Values and Principles of the Curriculum Framework. (October)
  • The Principal advises parents, via the school newsletter, that student placements are being considered for the following year and publishes the likely classroom organization. (Early November closing mid November)
  • Parents are invited to submit written inputs with respect to class placements. The submissions must be based on educational reasons, addressed to “The Principal” and marked “Confidential”. (Early November closing mid November)
  • All written parent submissions will be given consideration but will not automatically be accommodated.
  • Lists will be submitted to the Principal for final ratification (end of November).
  • The staff members, currently teaching particular cohorts, confer regarding placements for the following year taking into consideration the criteria listed below: -

ELEMENTS FOR FORMING TWO OR MORE CLASSES FROM ONE COHORT OF LIKE AGED STUDENTS

  • Classes are to be homogeneous, as far as practical, with respect to academic performance, social development, behaviour and gender balance
  • Social network
  • Special needs such as twins, family situation and parent-teacher issues
  • School Psychologist recommendations
  • Written parent submissions regarding a student’s educational needs